Skip to main content

Full text of "Panjabi manual and grammar : a guide to the colloquial Panjabi"

See other formats 


i  t\i\ 


UIDE  TO  T 


T.  GRAHAME  BAILEY 
T.  CUMMINGS 


F  1 

r  A  1 

I  As  u 

U 

'  I\  1 

Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Public.Resource.org 


https://archive.org/details/panjabimanualgraOOtgra 


PANJABI  MANUAL 

AND 


GRAMMAR 


‘  W-  ■ 


PANJABI  MANUAL 

AND 

GRAMMAR 


A  GUIDE  TO  THE 
COLLOQUIAL  PANJABI 


T.  GRAHAME  BAILEY 
T.  CUMMINGS 


ASIAN  EDUCATIONAL  SERVICES 

=:NEW  DELHI  ★  MADRAS  ★  1994= 


ASIAN  EDUCATIONAL  SERVICES 

•31,  HAUZ  KHAS  VILLAGE,  NEW  DELHI-!  10016. 

CABLE  :  ASIA  BOOKS,  PH.  :  660187,  668594,  FAX  :  011-6852805 
•5  SRIPURAM  FIRST  STREET,  MADRAS-600014 


(¥1  AES 


First  Published:  1912 

AES  Reprint:  New  Delhi,  1994 

ISBN:  8 1 -206-09 1 8-2 


Published  by  J  Jetley 

for  ASIAN  EDUCATIONAL  SERVICES 

C-2/ 1 5,  SDA  New  Delhi- 1 1 0  0 1 6 

Processed  by  Gaurav  Jetley 

for  APEX  PUBLICATION  SERVICES 

New  Delhi- 1 1 0  0 1 6 

Printed  at  New  Gian  Offset  Priners 

New  Delhi-110  035 


PREFACE. 


This  Grammar  is  intended  as  a  Guide  to  the  spoken  Panjabi 
of  the  Northern  Panjab,  i.e.  the  Panjabi  spoken  in  the  districts 
of  Sialkot.  Gujranwala,  Lahaur,  Gujrat,  Firozpur  and  to  some 
extent  in  the  adjoining  districts.  The  language  of  the  northern 
part  of  Gujranwala  has  been  taken  as  the  standard.  It  is  a  guide 
to  spoken  Panjabi,  not  to  the  Panjabi  found  in  books,  and  in 
particular  it  is  not  meant  to  deal  with  the  Panjabi  of  the  Sikkhs. 
usually  written  in  Gurmukkhi  letters.  The  Panjabi  treated  of  in 
this  work  is  as  a  rule  found  printed  in  Persian  letters. 

It  is  now  generally  admitted  that  the  old  method  of  learning  a 
language  is  unsatisfactory.  To  attempt  to  learn  Panjabi  as  we 
learned  Greek  and  Latin  and  Hebrew  can  only  result  in  failure. 
In  the  following  pages,  therefore,  great  stress  is  laid  on  the 
modern  oral  method,  and  an  exhaustive  series  of  short  questions 
and  answers  will  be  found  in  Part  II,  the  Guide  to  Conversation , 
and  of  longer  sentences  in  Part  III,  the  Guide  to  Connected 
Speech. 

The  responsibility  for  the  various  parts  of  the  work  has  been 
divided  between  us  as  follows  Mr.  Cummings  has  written 
the  Introduction  on  the  Right  Method  of  learning  a  language  ; 
Part  I,  a  Phonetic  account  of  the  Pronunciation  ;  the  English  of 
Lessons  I  to  XL  in  Part  II  on  Conversation  ;  Lessons  I  to  XXL 
with  the  English  of  XXII  to  XXXV,  in  Part  III  on  Connected 
Speech  ;  the  Diversification  Table. 

I  have  written  the  Panjabi  Grammar  which  forms  the  second 
section  of  this  Volume  ;  the  Preface,  the  Pronunciation  Exer¬ 
cises  ;  the  Panjabi  of  the  first  forty  lessons  and  the  whole  of  the 
succeeding  lessons  in  Part  II,  the  Panjabi  of  Lessons  XXII  to 
XXXV  in  Part  III ;  have  revised  the  Panjabi  of  Lessons  I  to 
XXI  at  the  request  of  Mr.  Cummings,  who  has  resided  now  for 
some  time  in  America,  and  have  corrected  all  the  proofs  of  the 
work. 

I  should  like  to  make  grateful  mention  of  the  assistance 


IV 


PREFACE. 


rendered  by  Lala  Sundar  Das,  teacher  in  the  Church  of  Scotland 
High  School,  Gujrat.  He  is  particularly  well  acquainted  with 
the  niceties  of  his  native  language,  and  he  has  made  many 
valuable  suggestions. 

Romanising .  The  values  of  thedifferent  letters  will  befouudin 
the  Phonetic  Introduction,  Part  I.  It  will  be  useful  here  to  draw 
attention  to  the  difficulties  of  accurate  Romanising.  It  is  easy  to 
transliterate  from  Persian  or  Gurmukkhi  letters  to  Roman,  for 
each  letter  in  that  case  has  its  value,  but  when  the  standard  is 
the  spoken  sound  the  difficulty  is  very  great.  Indeed  to 
romanise  accurately  one  would  need  new  signs. 

Sounds  varj'  in  different  places,  so  that  what  is  a  correct  repre¬ 
sentation  for  one  district  may  not  be  quite  correct  for  a  neigh¬ 
bouring  district.  A  teacher  with  Urduising  tendencies  may 
affect  an  Urdu  pronunciation.  Such  a  teacher  would  pedan¬ 
tically  say  sahib  for  sahb ;  bimar  for  bamar,  ill ;  zamin  for 
jiwi,  land;  Arabi  for  Arbi,  Arabic. 

In  the  following  pages  an  effort  has  been  made  to  avoid  forms 
which  are  confined  to  illiterate  villagers,  to  avoid  also  imitations 
of  Urdu  and  to  preserve  the  forms  which  are  commonly  used  in 
daily  speech  amongst  people  of  moderate  education,  such  as 
schoolboys  or  shopkeepers.  Thus  for  penknife  kacu  is  avoided 
as  illiterate,  caqu  as  Urdu,  and  cakktl  is  employed  as  the 
ordinary  word  ;  so  also  for  road  the  word  is  not  sharak  or 
sarak,  but  sarak.  It  follows  that  all  special  Arabic  signs  are 
rejected.  Words  like  haqq,  huqqa,  ta‘rif,  liyaqat,  are  changed 
to  hakk,  hukka,  tarif,  liakat  and  so  on. 

The  determination  of  the  length  of  yowels,  especially  un¬ 
accented  vowels,  is  a  matter  of  great  difficulty.  Thus  a  is  quite 
different  from  a,  the  former  being  generally  considered  long. 
Yet  we  have  words  like  saje,  sasu,  sane  (see  Pronom.  Suffixes, 
pp.  84,  86),  where  the  a  is  the  same  vowel  as  a,  but  is  quite 
short.  Similarly  the  final  unaccented  a  in  pata,  bhijjna^ 
tuhadda  is  the  vowel  a,  but  is  shorter  than  an  accented  a. 

We  find  the  same  difficulty  with  e  and  e,  o  and  o.  Should  we 
write  hoke  or  hoke,  hoea  or  hoea,  ki  e  or  ki  e ;  is  the  second 
vowel  in  tft  §  short  or  long  ?  A  question  arises  also  about  words 


PREFACE. 


with  short  ai,  paie  or  pae,  lahe  or  laihe,  baihe  or  bahe,  gaie 
or  gae. 

Again  there  is  a  tendency  in  Panjabi  to  nasalize  the  vowel  of 
every  syllable  containing  n,  and  still  more  of  every  syllable  con¬ 
taining  n.  If  we  were  to  write  all  such  syllables  with  the  nasal 
sign  we  should  produce  very  uncouth  forms.  The  student  will 
bear  in  mind  this  general  tendency.  Sane  might  equally  v\  ell  be 
written  sani,  jana  might  be  janS,  jane  might  be  janl. 

Another  tendency  is  to  introduce  a  tonic  h  (i.e.  an  h  which 
raises  the  tone  of  a  syllable)  in  accented  syllables  at  the  end  of 
sentences.  It  is  common  to  hear  karho  for  karo,  jah  for  ja, 
banaha  for  banaS,  and  so  on.  This  h  has  not  been  written  in 
these  pages  except  in  very  marked  cases  such  as  deh,  deho,  jah, 
jaho,  instead  of  de,  deo,  ja,  jao  (give,  go). 

On  the  other  hand  the  deep  guttural  h  is  sometimes  uttered 
especially  after  r,  when  there  is  a  very  strong  accent,  thus  we  hear 
rhath  for  rath,  resolute  ;  Rhano  for  Rano,  girl’s  name  :  rhat! 
for  rati,  by  night. 

There  is  a  common  tendency  to  double  a  consonant,  other  than 
n,l,  r,  r  and  h,  when  an  accented  vowel  precedes  and  an  unaccent¬ 
ed  vowel  follows.  We  sometimes  hear  Panjabbi  for  Panjabi, 
tuhannfi  for  tuhanft,  to  you,  malli  for  mali,  gardener.  In  other 
w'ords,  too,  this  difficulty  arises,  as  in  calna  or  callna. 

Again  g  and  g,  kh  and  kh  are  often  interchangeable.  It  may 
be  noticed  that  the  sounds  kh,  g,  1,  n,  tend  to  become  either  kkh, 
gg,  11,  nn  or  kh,  g,  1,  n.  Thus  sikhea  is  either  sikkhea  or 
sikhea,  laga,  is  lagga  or  laga,  and  we  find  that  n  and  1  are  rare 
undoubled  unless  when  followed  by  a  consonant  which  makes  n 
and  1  hard  to  enunciate. 

These  varieties  will  occur  in  the  declension  of  a  single  word. 
We  may  have  likkha,  shall  I  write,  but  likh§a,  written, 
sikkhiga,  you  will  learn,  and  sikhi  (f)  learned,  wekkhe,  he  may 
see,  wekhke,  having  seen.  In  a  number  of  the  above  instances 
it  has  seemed  better  to  allow  both  forms  to  appear  and  not  to 
imply  a  uniformity  which  does  not  exist. 

The  reader  will,  therefore,  expect  to  find  some  words  written  in 
two  ways,  and  will  moreover  be  prepared  for  somewhat  unfa- 


V] 


PREFACE. 


miliar  spellings  of  words  which  occur  in  Urdu.  It  has  hitherto 
been  customary  to  roiuaniso  Urdu  words  as  they  are  romanis- 
ed  in  Urdu.  This  leads  to  mispronunciation.  In  the  following 
pages  words  will  be  found  written  approximately  as  they  are 
spoken.  Thus  munsif  becomes  munsaf,  hazir  becomes  hazar, 
for  Shaitan  we  haye  shatan,  and  so  with  many  others. 

Owing  to  the  habit  of  I’etaining  the  Urdu  spelling  one  is  in  dan¬ 
ger  of  oyerlooking  the  fact  that  eyen  by  educated  speakers  these 
words  are  not  pronounced  as  they  are  in  Urdu.  In  the  interests 
of  correctness  it  is  clearly  necessary  to  depart  from  the  custom* 
ary  spelling. 

Triple  letters  found  in  words  like  ciikkke,  bhannnS,  saddda, 
or  with  h  added,  in  bannhnS,  nakhiddhda,  are  not  easy  to  pro¬ 
nounce.  Between  them  and  double  letters  there  is  a  difference 
which,  if  slight,  is  frequently  quite  perceptible  See  Pronun. 
Exx.,  p.  XX. 

In  Parts  II  and  III  it  should  be  noted  that  the  translation  is 
not  always  literal.  It  is  important  for  the  beginner  early  to 
realise  that  ideas  and  not  words  are  to  be  translated.  Thus  if  in 
a  lesson  on  the  use  of  Prepositions  a  Panjabi  sentence  is  found 
containing  no  preposition,  it  is  to  be  understood  that  in  such  a 
sentence  Panjabi  ordinarily  does  not  need  one.  The  student 
should,  speciall}'  in  Part  III,  make  inquiries  about  the  exact 
meaning  of  the  words  employed. 

Some  difficulty  was  felt  in  Part  III  with  regard  to  the  use  of 
capitals  for  pronouns  referring  to  the  Persons  of  the  Trinity 
As  in  a  number  of  the  sentences  it  is  not  clear  from  the  actual 
words  that  any  reference  to  the  Diyine  Persons  is  intended,  it 
seemed  better  to  follow  the  practice  of  the  Revised  Version  of  the 
Bible  and  restrict  capitals  to  nouns,  printing  the  pronouns  with 
small  letters.  The  sentences  founded  on  the  Gospel  according  to 
St.  John  will  be  of  special  value  to  those  who  in  their  daily  work 
experience  a  need  for  a  religious  vocabulary.  It  has  been  thought 
advisable  to  keep  in  a  distinct  section  all  the  sentences  directly 
bearing  upon  religious  matters.  They  will  be  found  in  Part  III. 

In  conclusion  one  may  be  permitted  to  express  the  hope  that  this 
Grammar  will  be  found  useful  by  those  Europeans — missionaries. 


PREFACE. 


Vll 


Government  servants  and  business  men — who  desire  to  acquire 
a  knowledge  of  the  language  of  the  sturdy  inhabitants  of  the 
Panjab.  The  avoidance  of  Persian  and  Gurmukkhi  letters  will 
ha  ye  the  double  advantage  of  rendering  the  words  easy  to  read 
and  of  securing  greater  correctness  in  the  representation  of 
sounds.  As  students  will  be  spared  the  initial  difficulty  of 
learning  a  new  script  perhaps  many  will  take  courage  and  com¬ 
mence  the  study  of  this  virile  and  fascinating  tongue. 


WazIrabad  : 
February  20th.  1912 


T.  Grahamk  Bailey. 


•r^'j 


*L^  “a'' ''‘’  ^•• 

'i^  js*  -  r  ‘t  ♦  •  -  •  • .  ■••  j»<ji?  *  i  ^>X  ^3  51 


^',j->(»  »^{^|.^I^  ,f.4«-'i  ^  Ul^,  ;‘f'  -Kv*#^  ' 

W.  -  V  r'****  ^^-we^'Anjl  ^  »y«  w ^ 

-.  '  *!?£;•  i  ; -',  >  t  W.'  '  <|»*>*  <l43f  ••»r»^  - 

tjfr  '■  ’  '  "^*  ’  '^'  ■ '  -  ;  •  ipf  ^  *  '  -•  »♦-■  '■ 

j;  .-# ju*5^  ‘ '  f  ■'  4  '->\4, 

■  <’  '*■  ■  ■s-'-  -  -'t?^'  ■  **££(  '^M  *■ 


*- 

■  ■ »  .  ■'• 


.•V; 

t4MC 

>:«K:  >  <4c -iv 


*T?>V^v  "  ■'  #% 

i  ,  .  »*  «» V-  - .  -.  •  ,  •-  . ' 

.jWt'.'  .-•’-«  .O’’  4/  • 

/-.  -V  <*  ^.- 


‘  <  •■  V  '  ■  -  ».  ••>  ►  /-.;;  ^  !?'■*  ,  . .  A,f  ,z 

^  .'  ?'•  ;  •  --^v’ 

',  '  A-'^i'  lU  A  -^^il4  ?» 

iV--"*  y^_*i '  '■ '  “'^V  '•  ■'^  -  -  •••^_  .1.  ^■'*^ 

■  •■<l^'  :'5<  ^  ■•  ■  i.,-‘.‘':v  ».«|;'«*  ■  .  v<' 

'r  >‘  •  ‘•'*'^*  ^>*,•  ^'.’.*t 

^  ;y  iir*^  .’!»<•■  •  ‘V.»!  ,  't^A^ 

K'V*-'*-  ■-  ■■♦=*  <;'^  -  «■  *5-.  ;  .. 

-  e^.- .  V 

ll0^^  ~  ■  :5feLi3SSSt*»j|;.je‘ 

Lr '  »iX' ■  ^‘^r.s^ii!i^^J^i^^ 

»••}''_ '.^._  r  \  i;  ■  ‘  -<  ■•  •  .X  ■■  ’, >  ,  ■»  !  *  ♦  3NBp(f  ' ' '' 

•  -  H 

‘  If*. ■  \^  '  r: 


...-■'■  "  -  ^\c  '  k-  *  • 

^  -,v  -rt»  f __  -• 


>"/i!ii' 


A. 


u#,.  v;'  ^ 


CONTENTS. 


Page 


PREFATORY  SECTION. 
Preface 

System  of  Romanising  . . 
Pronunciation  Exercises 


SECTION  I. 

Introduction,  the  Right  Method  of  Learning  a  Language . 
Part  I. — Guide  to  Pronunciation  (Phonetics)  . . 

Part  TI.— Prefatory  Remarks 
Lessons  I  to  LV 
Diversification  Table 
Part  III. — Lessons  I  to  XXXV 

List  of  Principal  Subjects  Illustrated 


! 

1  I 

2(i 

30—115 

116—121 

122—264 

265 


SECTION  II.— Gbammab. 

Accidence — Pabts  or  Speech. 

Nouns 

Gender 

Feminine 

Number 

Nominative  Case,  Prepositional  Case 

Agent  Case,  Genitive  Case 

Dative  Case,  Locative  Case 

Vocative  Case 

Declensions 

Diminutives 

Collective  Nouns,  Contractions  . . 
Doublets 

Adjectives  . .  .  •  •  •  ' 

Declension,  etc. 

Formation  of  Adjectives 
Comparison 

Numeral  Adjectives  . . 

Cardinal  . . 

Ordinal  . . 

Multiples,  Fractional  Numbers 
Distributives 
Pbonouns 
Personal 
Interrogative 


266—280 
266 
267—270 
270,  271 

272 

273 
274—276 

276 

277 

278 

279 

280 
280—289 
280—282 

282 

283 

284—289 

284—287 

287 

288 
289 

289—293 

289 

290 


X 


CONTENTS. 


Correlative  Talile 

Page. 

291 

Other  Forms 

292,  293 

Adverbs 

294—300 

Correlative  Table 

294 

Adverbs  of  f’Kace.  Adverbs  of  Time 

295—297 

Other  Adverbs 

297—300 

Comparison 

300 

PRRI’OStTlONS 

300—303 

CoX.UTN(^TIONS 

303 

Interjections 

304 

Verb 

306—337 

Transitive  and  Intransitive 

306—308 

Inhnitive  .  . 

308 

Verbal  Agent 

309 

Present  Participle 

310 

Past  Participle 

313—316 

Conjunctive  Participle,  Imperative 

316,  317 

Auxiliary  Verb  (also  p.  55) 

317 

Present  and  Past  Conditional 

318,  319 

Future 

319 

Present,  Past  Imperfect,  Past  Indefinite  Tenses 

320 

Perfect 

321 

Pluperfect,  Auxiliary  Verb 

322 

Passive 

323—325 

Conjugation  of  Transitive  and  Intransitive  Verbs 

326—330 

Irregular  Verbs 

331 

Compound  Verbs 

332—337 

Emphasis 

332 

Completion,  Ability,  Permission,  Commencement  . . 

333 

Desire,  Advisability,  Duty,  Necessity,  Progression 

334 

Continuance,  Habit,  Repetition 

335,  336 

Note  on  Jana 

337 

Syntax 

337—390 

Order  of  words 

337 

Repetition  of  words 

338 

Doublets,  Agreement  of  Subject  and  Predicate 

339 

Pairs 

340 

Agent  Case 

341 

Genitive  Case,  Dative  Case 

342 

Accusative  Case 

343 

Locative  Case 

344 

Vocative  Case 

345 

CONTENTS. 


xi 


The  ending  —eft 

Personal  Pronouns,  Attributive  Nouns  and  Adjectives 

Use  of  tfl  and  tusl 

Pronominal  Suffixes  and  Infixes  . . 

Interrogative  Pronouns 
Indefinite  and  Reflexive  Pronouns 
Pbkpositions 
Adjbotivbs  . . 

Numeral  Adjectives  . . 

Advbbbs 

Vbbbs 

Infinitive  . . 

-wala  . . 

PMt  Participle 
Conjunctive  Participle 
Present  Conditional 
Present  Indicative,  Imperfect 
Past  Conditional 
Conditional  Sentences 
-O  forms  . . 

Past,  Perfect  and  Pluperfect 
Imperative 
Causative  Verbs 
Compound  Verbs 

Completeness  or  intensity 

laiQa 
oah^a  . . 

Ability  and  Inability 
Direct  and  Indirect  Speech 
Euphemisms 
Days  of  Week,  Months 
Relationships 
Special  Idioms 
Appendix  . . 


Page 

346 

347 

348 
349—363 

363 

360 

362-364 

364—367 

366,  367 

367,  368 
368—390 
368—372 
372,  373 

374 

374—376 

376 

377 
377 

377— 381 

378— 381 
382 
382 

383,  384 
384—389 
384 
386,  386 
386—388 

388,  389 

389,  390 
390 

390,  391 
391—393 
393—416 
417—419 


0 


:  .,  : 

;*-^  ■<.*  .,  A**-,  •(JT 

r  i”  .  ►tv^*^****  hxis  MKmtC  (f-*  vVinHrtA  >.i*HKV»yt  ^>»rT»’l  ^ 


t 

■  .. 

«>* 

m,:-^  ■  -• 

tf  -'i  . 

-.  iU.  1=  '■ 
/tii 


jto  Jbl  iskO' 


-•  *  -r 


I'wf^  r0r.timhiiiL 


-  'iSt 


■-ad 


w 


''  '-•*V  ’■  •*  IS 

>  .-.  ^  ^^*«rtrojk 

~-i«  ^>iuial  ■'1 

.'^'i!#W,  J 


•  4  4 


^  • 
«  • 


nv- 


is? . .. 

iTt 


v-i 


‘>*4-  ^‘‘  . 

•  .  ■  ‘V  "'  •!  r 


..  iMmUPjiUSi 

4A(SC>lf>> 


•  1 

r'J 


tii 


-=3^ 


*  44,^ 


^  ’7/V 


d  41 


■JL^ 


M*  . 

•»  9 


i94f  w-jaNt  T»*#  i-ulhr-  *  jiwrt 


■  '^  ,‘»ji',  ,  .  .y'  r  -^  .  ' 

*<«<»* 


fTjf'AeSid  M> 


■  S' 

■;^  : 


•'  .  •»•  »  -I,  ■  ^.  •iTAM 

IT  -jtii-ilml  t>ujr~^j,fii/l£ 

'.*-J*  ,..  '  ■  ..  *•«»  W?' *J  “ 

<  .  /■  <»at»#?atc?%4/4 

-.%.«  k»^J*4T  •  j 

T  ■  “t‘  _  Vi'  "  ^  ^ 


rihh0(f'‘  •> 


■  '  ■<  V 


■<r 


•f 


v  4': 

•■<<►■  *■  *■?  * 

•  .  •-.  '  ^ '■  -  .  VT  V 


t~l 


■I  ♦•* 


.  .-m  jjH 


SYSTEM  OF  ROMANISING. 


The  approximate  sounds  of  the  letters  employed  may  be  given 
here,  but  fuller  details  should  be  sought  in  the  Phonetic  account 
of  the  pronunciation,  pp.  11 — 25. 

Consonants,  b,  f,  j,  k,  1,  m,  n,  p,  s,  z  have  nearly  the  same 
sound  as  in  English,  but  great  care  should  be  taken  not  to  as¬ 
pirate  k  and  p.  English  k  and  p  are  always  slightly  aspirated. 
This  caution  is  required  also  for  the  letters  c,  t,  t,  all  of  which  a 
foreigner  tends  to  aspirate. 

c,  like  ch  in  child,  but  unaspirated. 

d  and  t  are  the  sounds  we  should  make  if  we  tried  to  say  the 
English  d  and  t  with  the  tip  and  sides  of  the  tongue  against  the 
front  teeth,  d  and  t  are  the  same  pronounced  with  the  tip  of  the 
tongue  against  the  soft  palate.  The  difference  between  t  and  t, 
and  between  d  and  d,  is  very  great. 

g,  like  g  in  get.  In  Panjabi  undoubled  g  between  two  vowels 
tends  to  become  g. 

g  is  a  voiced  kh.  One  may  learn  to  say  g  by  repeating 
ga*ga*ga  over  and  over  again  with  extreme  rapidity. 

h,  see  Phonetics,  p.  17,  and  Pronunc.  Exx.  pp.  xvi — xxiv.  In 
ch,  kh,  ph,  th,  th,  it  resembles  an  English  h,  but  must  be 
forcibly  enunciated  without  any  vowel  between  it  and  the  letter 
preceding  it. 

j,  see  above  ;  when  undoubled  and  followed  and  preceded  by  a 
vowel  it  tends  to  become  y. 

like  gh  in  Irish  lough  or  ch  in  Scotch  loch,  kh,  with  k 
undoubled,  preceded  and  followed  by  a  vowel, tendstobecome  to. 

1,  like  1  uttered  with  the  tip  of  the  tongue  against  the  soft  palate. 

n,  like  n  with  the  tip  of  the  tongue  against  the  soft  palate. 

Nasal  n  is  represented  by  a  sign  over  the  nasalized  vowel  as 
S,  §,  etc.  It  is  like  the  n  in  the  French  mon,  voyons. 

fi,  like  n  in  senor,  canon  or  the  ni  in  lenient,  nj  tends  to 
become  n. 

h,  like  ng  in  sing. 


XIV 


SYSTEM  OF  ROMANISING. 


r,  like  Scotch  r  well  trilled,  very  unlike  English,  Irish  or 
American  r. 

r  made  from  the  soft  palate,  see  1‘honetics.  It  has  no  resem¬ 
blance  to  the  American  or  Irish  r. 
t,  t,  see  above  under  d. 

w,  see  Phonetics.  It  is  dififerent  from  English  w  and  v,  but 
is  nearer  to  v  than  to  w.  The  lower  lip  must  not  touch  the 
teeth  in  making  Panjabi  w. 

y,  like  English  consonantal  y,  but  tends,  especially  when 
doubled,  towards  zh. 

VOWELS. 

a,  i,  u,  like  Italian  a,  i,  u ;  e,  6,  like  French  e,  6. 
a,  e,  i,  o,  u  when  not  marked  long  are  to  be  read  short. 
Sometimes  e  and  o  have  been  marked  short  as  a  warning  against 
the  tendency  to  make  them  invariably  long.  But  they  are  to  be 
read  long  only  when  especially  marked  so. 

a  is  like  the  first  a  in  the  word  America  or  the  u  in  plum.  , 
e,  o  are  like  S,  6  shortened, 
i  is  like  English  i  in  linen, 
u  like  u  in  pull,  but  broad  and  unrounded, 
ai ;  the  pronunciation  of  ai  heard  from  well-educated  people  is 
given  on  page  21  of  Phonetics.  Among  ordinary  people  it  has 
practically  ceased  to  be  diphthongal.  If  one  says  the  vowel  in 
hand,  and  while  saying  it  lowers  the  jaw  and  spreads  the  lips 
one  will  get  very  near  ai. 

au  is  a  combination  of  a  and  o  made  into  a  diphthong. 


PRONUNCIATION  EXERCISES. 


The  following  sentences  and  words  are  given  in  the  hope  that 
they  may  suggest  to  the  student  the  chief  difficulties  of  pronun¬ 
ciation.  They  are  merely  suggestions.  The  list  might  be 
indefinitely  extended;  each  day’s  study  of  the  language  will 
draw  attention  to  new  words  which  are  hard  to  pronounce. 
There  is  perhaps  nothing  which  students  of  language  seem  to 
find  harder  than  to  carry  out  a  firm  resolve  to  set  apart  a  definite 
period  of  time  every  day  for  practice  in  pronunciation .  Y et  there 
is  scarcely  anything  in  language  study  so  well  worth  acquiring  as 
a  good  pronunciation.  It  is  of  far  more  value  than  a  large 
vocabulary. 

The  following  rules  for  the  use  of  these  and  similar  exercises 
m  ay  be  of  use  :~ 

1.  Set  apart  a  definite  time  of  at  least  20  minutes  every  day 
for  practice  in  pronunciation,  and  let  nothing  interfere  with  it. 

2.  During  this  time  practise  nothing  but  pronunciation.  Do 
not  get  beguiled  into  a  discussion  of  idioms  or  constructions  or 
other  points  in  connec  tion  with  the  language.  They  can  wait  for 
the  Conversation  hour. 

3.  Pay  little  or  no  attention  to  the  Munshi’s  assurances  that 
your  pronunciation  is  practically  correct.  If  you  wish  to  test 
your  pronunciation,  do  so  by  dictating  to  the  Munshi  a  list  of 
imaginary  words  and  observing  in  how  many  cases  he  writes  the 
sound  which  you  intend.  Dictate  such  sounds  as  these  tS,  ta, 
tha,  tha,  ta,  tht,  t§,  tha,  tah,  tab,  tah,  tth.  Then  sub¬ 
stitute  for  the  initial  t  or  t  the  letters,  r,  r,  d,  d,  p,  b,  c,  ch,  etc., 
and  change  all  the  vowels,  and  finally  put  all  the  consonants  after 
the  vowel  instead  of  before  it.  Try  them  also  doubled,  e.g.,  ata 
atta,  aoa,  aoca,  acha,  aocha,  etc.  If  the  Munshi  always  knows 
what  sounds  you  intend  you  have  learned  the  pronunciation  of 
the  language  well,  but  not  of  necessity  perfectly,  for  the  Munshi 
may  come  to  recognise  your  method  of  making  a  particular 
sound. 


XVI 


PRONUNCIATION  EXERCISES. 


Do  not  attempt  all  the  sounds  every  day.  A  few  are  enough 
for  each  lesson.  Sometimes  one  or  two  are  sufficient,  but  do  not 
go  on  too  long  at  one  sound,  you  will  soon  cease  to  be  fresh 
enough  to  be  able  to  make  it. 

5.  Few  instructors  can  teach  pronunciation  ;  you  will  there¬ 
fore  have  to  teach  yourself,  by  saying  each  word  or  sound  after 
the  teacher.  Keep  on  doing  this  whether  he  says  you  have  got 
it  correctly  or  not.  Do  not,  however,  say  a  word  twenty  times 
after  he  has  said  it  once,  sa3^  it  rather  once,  or  perhaps  twice, 
each  time  that  he  says  it. 

(5.  During  conversation  or  reading  do  not  spend  much  time  on 
the  niceties  of  pronunciation,  for  jmur  conversation  or  reading 
will  be  unduly  interrupted.  This  rule,  No.  6,  applies  only  if  time 
is  being  set  apart  with  unfailing  regularit\^  every  day  for  practice 
in  pronunciation. 

7.  Do  not  confine  yourself  to  the  words  in  the  following 
sentences.  Take  up  systematicallyallthesoundsof  thelanguage, 
and  be  especially  careful  not  to  limit  yourself  to  the  sounds 
which  are  commonly  considered  difficult.  Pay  great  attention  to 
vowels.  They  are  generally  disregarded  by  students  as  being 
quite  easy.  The  simplest  vowels  are  often  extremely  difficult  for 
a  foreigner. 

8.  About  once  a  week  have  dictation  of  sounds,  using  both 
real  and  imaginary  words.  For  the  purposes  of  this  dictation 
words  and  sounds  should  be  written  in  Roman  letters.  It  need 
not  occupy  more  than  a  very  few  minutes.  Sometimes  the 
student  should  dictate  sounds  to  the  Munshi,  sometimes  the 
Munshi  should  dictate  them  to  the  student.  If  the  student  is 
working  at  the  Persian  or  Gurmukkhi  character,  he  will  have 
dictation,  quite  independent  of  this  and  at  a  different  time,  to 
test  his  knowledge  of  the  letters. 

The  'pronunciation  of  h.  h  is  perhaps  the  most  difficult  letter  in 
Panjabi.  Its  three  pronunciations  are  dealt  with  under  phonetics. 

(a)  The  ordinary  English  pronunciation  is  found  in  only  two 
or  three  words.  It  is  probably  merely  softened  down  from  for 
it  is  quite  common  to  hear  aU5  for  aho,  yes ;  eUai  and  5^al 
for  ebal  and  ohal,  this  very  one,  that  very  one. 


PRONUNOTATrO,N  F.X  KROISIOS. 


xvn 


(6)  The  touio  h,  raising  the  tone  of  the  syllable,  occurs  only  in 
an  accented  syllable  after  the  vowel,  or  before  the  vowel  of  the 
syllable  following  an  accented  syllable.  It  cannot  occur  before 
an  accented  vowel .  As  its  only  effect  is  to  raise  the  tone  it  will  be 
understood  that  from  the  point  of  view  of  pronunciation  it  is  im¬ 
material  whether  we  write  dacUia  or  dahda  (severe),  unnhiwS 
or  unnlhwS,  nineteen,  wehnda  or  w€ndha,  looking. 

(c)  The  deep  sound  represented  by  h  occurs  always  in  an 
accented  syllable  before  the  vowel.  It  distantly  resembles  the 
Arabic  ain,  and  can  be  enunciated  only  on  a  low  tone.  Tt 
strikes  the  ear  as  a  deep  guttural  sound.  It  may  accompany 
any  consonant  or  vowel  whatever,  whether  surd  or  sonant.  In 
the  majority  of  cases,  bh,  jh,  gh,  dh,  dh  when  pronounced  with 
this  deep  h  are  really  pronounced  as  beginning  with  p,  c,  k,  t,  t, 
but  it  is,  of  course,  quite  possible  to  have  b,  j,  g,  d,  d,  also  with 
this  sound.  The  following  examples  show  actual  occurrences 
of  it.  The  forms  in  brackets  indicate  the  usual  way  of  writing 
the  words,  the  others  the  actual  pronunciation.  The  sound  is 
represented  by  (’). 


pr’a  (bhra),  brother, 
p’a,  (bha),  price, 
b’a,  (baba),  cause  to  sit. 
t’ai,  (dial),  2J. 
d’ai,  (dahai),  price  of  placing 
(beds,  etc.). 

s’ab,  (hisab),  account. 

S’ai,  (Isal),  Christian. 

Z’ak  (Izhak),  Isaac. 

Sh’abba  (Shahaba),  a  name. 
paWa,  (pakhha)  fever,  heat, 
ph’a  (phaha),  entanglement. 
n’SrnI,  (hanSrni),  giddiness. 
I’ai,  (lahai),  descent. 
wal’e^^S.,  (waJhSt^ft),  wrap 
up. 

M’ammft  (Mhamma),  a  name. 
w’alS,  (whala),  interj  ,  well, 
etc. 


lahg’ana,  (lahghania),  cause 
to  pass. 

kat’ana,  (ghatana),  lesson, 
kad’ana,  (kadhana),  turn 
out. 

o’ajjar,(jhajjar),  earthen  pot. 
J’-Qxa  (Hujura),  a  name. 
oi’'Qx,  (jhiur)  waterman, 
pale’al,  (bhaleai),  goodness 
ch’ attar  (chihattar),  76. 
panj’attar,  (panjhattar),  75. 
tar’aea,  (dharaea),  caused  to 
be  placed. 

Wad’aw&,  (Wadhawa),  a 
name. 

kai^fieft,  (ghai’fteS.),  caused 
to  be  engraved. 

’iyyS,  (hlyyS),  sides  of  bed. 
’S,  (hS)  yes. 


XVIII 


PRONlTNCTATtON  WXRRCISKS. 


It  is  important  to  ge(  a  clear  understanding  of  these  sounds,  to 
see  for  example  the  difference  between  dhai,  the  price  of  placing 
beds,  etc.,  and  dhai,  2^  :  bhai,  seated,  and  bhai,  inother.  The 
first  vowel  a’  usuallj^  written  in  bahai,  seated,  and  in  dahai 
price  of  placing,  is  not  pronounced  except  by  those  who  affect  an 
I  rdu  pronunciation.  Tlie  whole  difference  is  in  the  initial 
letter.  Note  carefully  the  sounds  in — 

Kitthe  bhai  bhai,  (kitthe  b’ai,  p’ai),  where  hast  thou  seated 
her,  brother  ? 

(Uiai  dhai  ane  ditti  (d’ai  t’ai)  he  gave  21  annn.s  for  placing 
the  beds. 


It  will  be  seen,  then,  that  the  double  letters  bh,  gh,  dh,  dh,  jh, 
have  two  sounds  for  each  pair.  In  one  case  the  first  letters  are 
pronounced  as  sonants,  b,  g,  d,  d,  j,  in  the  other  case  as  surds,  p 
k,  t,  t,  e.  It  is  somewhat  difficult  to  know  when  to  pronounce 
them  as  sonants  and  when  as  surds,  but  the  following  rules  may 
be  given  : — 

(1)  When  the  combination  bh,  gh,  etc.,  is  the  result  of  eliding 
a  vowel  between  the  b  and  the  h  or  the  g  and  the  h,  etc.  the  first 
letters  are  sonants.  Thus  in  bhana,  pretence,  for  bahana  ;  jhaz, 
ship,  for  jahaz ;  bhai  for  bahai,  seated  (f),  the  initial  letters  are 


sonant,  i  e.,  are  b,  j,  b  and  not  p,  c,  p. 

(2)  Sometimes  in  the  simplest  form  of  a  word  one  of  these 


combinations,  bh,  gh,  etc.,  occurs  after  the  accented  vowel  and 
is,  therefore,  pronounced  with  the  tone-raising  h,  yet  in  some  of 
the  words  derived  from  the  original  simple  form  of  the  word  the 
accent  is  thrown  forward  so  as  to  follow  bh,  gh,  etc.  In  this  case 
the  h  naturally  receives  the  deep  guttural  pronunciation  and  the 
bh,  gh,  etc.,  are  pronounced  with  an  initial  sonant,  b,  g,  etc. 

This  change  of  accent  occ  urs  chiefly  in  two  cases,  (a)  in  casual 
verbs  and  nouns  formed  from  them  and  (6)  in  the  organic  passive 
heard  in  some  districts.  Thus  we  have  such  forms  as  the 
following — 


kaddhna,  turn  out 
wadcUina,  cut 
labbhna,  find 
dahpa,  place 


Causal. 

katana 

wa(Uiana 

labhana 


Passive. 

kadhlna 

wa(Uiipa 

labhlnft 


dhana  (dahana),  nouncUiai  (dahai) 


PRONONOIATION  EXERCISKS. 


XIX 


(3)  When  jh comes  from  an  original  ah,  the  j  is  always  sonant . 
Thus  in  Jhtira,  for  Huzura,  jhar  or  ajhar  for  bazar,  thousand, 
the  first  consonant  is  pronounced  j  not  c. 

In  other  cases  these  double  letters  usually  have  the  first  letter 
pronounced  surd. 

It  follows  from  the  above  that  while  bhiai,  and  pihai  are 
identical,  ( both  being  pi’ai),  bihai  is  different  (bi’ai).  Simi¬ 
larly  tihai  and  dhial  are  ti’al,  while  dihal  is  di’ai :  jhiaari, 
jhuhari  and  cuhari  are  all  cu’ari,  but  juhari  is  ju’ari.  (Most 
of  these  are  imaginary  words.)  We  find,  too,  that  there  is  often 
doubt  about  the  proper  spelling  of  a  Panjabi  word.  Thus  some 
write  panjhal,  others  bhanjal,  partner.  In  either  case  the 
pronunciation  is  panj’al;  dhigane,  meaning  uselessly,  could  be 
written  tighan§  (tig’ane) ;  kahani,  story,  and  ghani,  mud,  are 
identical  in  pronunciation  (k’ani). 

Accent.  It  is  difficult  to  give  any  useful  rules  for  accent  The 
student  will  get  most  words  right  with  care.  One  rule  worth  re¬ 
membering  is  that  the  syllable  of  a  word  which  has  the  accent  will 
retain  the  accent  through  all  declensions  or  conjugations  of  that 
word.  Thus  dassna,  show,  has  the  accent  on  dass,  therefore  all 
parts  of  that  verb,  such  as  dassanwala,  dassanwaliS,  dassSga, 
will  have  it  on  dass.  Europeans  often  wrongly  accent  wala  in 
forms  like  dassanwala.  Similarly  in  kacUiana,  cause  to  be 
turned  out,  the  accent  is  on  <^a  and  there  remains  through  all 
parts  of  the  verb. 

An  exception  to  this  is  found  in  the  regular  organic  passive 
made  by  adding  ina  to  the  root  This  passive  in  its  complete 
form  is  not  heard  in  north  Guj  ran  wala  or  Sialkot. 

ka<^lna,  be  turned  out,  from  kadc^na,  wa^lna,  be  cut, 
from  wad(^na,  and  all  other  such  verbs,  accent  the  1  of  Ina. 

paillS  waiUilndiS  n§  palS,  the  fields  are  being  out. 

Note  however  that  the  passive  participle  inidafound  inGujrah- 
wala  and  Sialkot  accents  according  to  the  ordinary  role ;  thus 
wad<Uiida,  wad(UxldI§,  being  cut,  have  the  accent  on  wad<Ui. 

Causative  verbs  are  not  really  exceptions  to  the  rule,  for  they 
are  new  words.  Causative  verbs  formed  regularly  by  adding  -a 


XX 


PRONDNCIATION  EXF.RClSlfiS . 


or  -wft  to  the  root,  always  accent  this  added  syllable.  Hence 
kadhai^a,  cause  to  be  turned  out,  wacpiana,  cause  to  be  cut, 
and  all  others  similarly  formed  accent  the  last  syllable  of  the 


root. 

Pronunciation  Exercises. 

1. 

eh  pata  e 

this  is  a  lease. 

€h  pata  e 

this  is  the  address. 

eh  Phatta  e 

this  is  Phatta. 

eh  pattha  e 

this  is  a  piece  of  wood  in 
millstone. 

eh  pattha  e 

this  is  a  young  one. 

2. 

Oh  phatha  e 

that  is  entangled. 

oh  pata  e 

that  is  torn. 

3. 

kehre  mare  sau 

which  were  feeble  ? 

kehre  mare  san 

which  were  beaten  ? 

4. 

oh  kari  e 

that  is  a  bangle. 

Oh  khari  e 

that  (f.)  is  good. 

oh  khari  e 

she  is  standing. 

5. 

eh  dahda  e 

this  is  hard. 

eh  dadda  e 

this  is  a  grandfather. 

eh  dada  e 

this  is  a  professional  singer. 

6. 

je  Oh  sadde 

if  he  calls. 

j€  Oh  saddde 

if  they  had  called. 

mal  bhanna 

shall  I  break  ? 

mal  bhannna 

I  am  breaking. 

mal  bhannpa  e 

I  have  to  break. 

je  cukke  jan 

if  they  are  lifted. 

je  cukkke  jan 

if  they,  having  lifted  it,  go. 

mai  bhajji  ? 

shall  I  run  '? 

mai  bhajj  ji  P 

shall  I  run  away  ? 

7. 

malea  hoea 

ill. 

mallea  hoea 

taken  possession  of. 

eh  gall  e 

this  is  an  affair. 

eh  gallh  e 

this  is  a  cheek. 

eh  gal  e 

this  is  a  neck. 

Palla  e 

that  is  Palla. 

pala  e 

it  is  cold. 

PRONUNCIATION  EXERCISES. 


XXI 


bille§  hoeS. 
hi)ea  hoea 
hun  wSla  e 
huQ  wSlilft  e 

bailie  Shah  nti  mannde  ne 
Balle  Shah  nfi  mannde  n§ 
ikkS  hal  I  ? 

ikk5  hall  i  ? 

.  waooha  bannh 
waooha  ban 
dh  sShna  e 
oh  s6na  e 
eh  aan  marl  e 
@s  saunh  marl  e 
mend,  pona  deh 
mend  ponna  deh 
un  lai  bhain 
unn  lai  bhain 
eh  mani  e 
3h  Mahnl  e 
eh  man!  e 

9.  r6r  de  sh 
rSfh  de  sd 
td  bara  kala  i 
td  bara  kahla  § 

€h  mSrl  kandb.  e 
eh  merl  kapd  e 
kis  lahii  n§ 
kis  lali^  n§ 

5h  banne  n3 
dh  bannhe  n§ 

5h  pindlS  n3 
5h  pihndlS  nS 
eh  sda  e 
eh  stiha  e 


shaken, 
accustomed, 
now  it  is  time, 
now  he  is  free, 
many  reverence  the  Shah, 
they  reverence  Bale  Shah, 
have  you  only  one  yoke  of 
oxen  ? 

have  you  only  one  plough  ? 

tie  up  the  calf. 

become  a  calf. 

he  is  beautiful. 

that  is  gold. 

this  is  bad  flax. 

he  has  committed  a  burglary. 

give  me  a  cloth  for  bread. 

give  me  sugarcane. 

weave,  sister. 

take  wool,  sister. 

this  is  twelve  maunds. 

this  is  Mahni. 

this  is  a  rope  made  of  wheat 
stalks. 

give  him  kankar. 

pour  it  out. 

you  are  very  black. 

you  are  in  a  great  hurry. 

this  is  my  wall. 

this  is  my  back. 

who  has  taken  them  down  ? 

who  has  attached  them  ? 

those  are  ridges. 

let  him  tie  them  ? 

the  women  are  drinking. 

the  women  are  grinding. 

this  is  a  big  needle. 

this  is  red. 


XXll 


PRON  QNCIATION  PXKRCISES. 


N.B. — The  h  in  these  sentences  is  not  sounded.  It  merelv 
raises  the  tone. 


10.  pill  kitthe  we 

where  is  the  bridge  ? 

phull  kitthe  we 

where  is  the  flower  ? 

kholx  n§ 

open  them. 

kol  i  ne 

it  is  beside  them. 

Kohli  ni 

they  are  Kohlis  by  caste. 

tatti  e 

it  is  warm  (fern.). 

thatti  e 

it  is  a  low  caste  quarter  (some 

say  thatthi). 

thatthi  e 

she  stammers 

11.  §h  ghori  e 

this  is  a  mare. 

eh  gori  e 

she  is  fair  in  colour,  or  red  (of 

a  cow). 

dfth  baia  di  lakkar 

the  wood  of  two  doorposts. 

dflh  bhaia  di  lakkar 

the  wood  of  two  brothers. 

kadhala  manjia  diS  hiyyS 

had  the  side  pieces  of  beds 

taken  out. 

ku  dhaia  manjia  dia  hiyyS 

the  side  pieces  of  about  two 

and  a  half  beds. 

ki  bhannea  su 

what  did  he  break  ? 

ki  banea  su 

what  was  made  for  him  ^ 

mez  bhanaea  su 

he  caused  the  table  to  be 

broken 

mez  banaea  stl 

he  made  the  table. 

eh  bhari  (p’arl)  e 

this  is  heavy  (f  ). 

eh  bhari  (b’arl)  e 

this  is  a  broom. 

-The  h  in  these  words,  has  a  deep  guttural  sound 

(except  in  dSh). 

12.  hup  ja 

now  go. 

hun  ji  P 

shall  I  now  go  ? 

jS  akhe 

if  he  says. 

je  akhl 

if  thou  sayesl . 

hae 

alas ! 

ha§ 

now,  now  (threatening). 

hai  whai? 

is  it,  my  man  ? 

PROKI'NCI  V'l'UO. 


xxm 


hai  whai  ? 
ba  marie 
bah  mari  c 
eh  sau  e 
eh  sauh  e 
deh  rat! 
de  rati 
den  rati 
dana 
dhahnS 

13.  oh  kharde  nehi 
oh  kharde  nS 
nh 

nhh 

panjhi  rupai 
panji  rupa! 

14.  un 
unn 
un 

aih  we 
aiw§ 
siwia 
sai  wiha 

16.  oh  waggda  e 
oh  wagda  e 
paggharda  e 

ragarda  e 

16.  mai  wika  dSnnS 
mai  wi^a  dSnnS 
likkhea  hoea,  lil^ea  hoea 

rakkhSga 
ral^aSga 

17.  t'ractise  all  the 

of  h. 


what  did  \ou  itiy  man  ? 

O  silly  woman, 
the  arm  is  weak, 
this  is  a  hundred, 
this  an  oath, 
day  and  night 
let  him  give  at  night, 
let  them  give  at  night, 
grain. 

parched  barley  grain, 
th.ey  will  not  take  away, 
they  are  taking  away, 
to. 

daughter-in-law. 

for  twenty-five  rupees. 

for  five  rupees. 

without  special  reason. 

wool. 

weave. 

it  is  thus. 

without  reason,  anyhow, 
macaroni. 

a  hundred  twenties, 
it  is  working  (well),  etc. 
it  is  leaking. 

it  is  melting.  Cf.  with  follow¬ 
ing. 

he  is  rubbing. 

1  will  get  it  sold. 

I  will  show  it 

(two  pronunciations)  it  is 
written. 

1  will  place. 

I  will  have  it  placed 


words  given  above  under  Pronunciation 


XXIV 


PRONUNCIATION  RXRRCINES 


18.  Difficult  coiubiitations. 
karf  barfe 
bSrfSi 
bhurri&n 
nanan 
banaQ 
bannhan 
ra)ab 
gh^am 
<Ui5dha 
malal 
balfi 
tagrSra 
wSkhke 
wagke 
waffietna 
wikh§.n  deni 
wigarna 
wigfnwa)a 


grey  hair. 

wheat,  barley  and  gram. 

smell  of  burning  cloth,  etc. 

husband’s  sister. 

they  may  be  made. 

they  may  tie. 

they  may  meet,  etc. 

noise  of. splashing. 

bread  made  of  maize  or  millet. 

cream.  •- 

misfortune. 

rather  strong. 

having  seen. 

having  leaked,  etc 

wrap  up. 

show  oneself. 

be  spoiled. 

one  who  is  getting  spoiled. 


INTRODUCTION. 


THE  RIGHT  METHOD  OF  LEARNING  A  LANGUAGE. 

The  right  method  of  learning  a  language  depends  entirely  on 
our  definition  of  the  terms  language  and  learning.  Language  in 
its  primary  and  fundamental  sense  is  human  speech.  Writing, 
whether  it  be  in  alphabetic  characters  or  in  ideograms  or  picture 
writing,  by  hand  or  by  printed  type,  is  not  really  language. 
Language  is  speech.  Writing  and  printing  are  by  accommodation 
called  language,  but  their  appeal  is  to  the  eye,  while  language 
appeals  to  the  ear.  The  spoken  sound  is  what  we  must  take  a& 
the  basis  of  our  study.  But  what  is  the  unit  of  speech.  Is  it  the 
word  or  the  sentence  ?  The  Encyclopaedia  Britannica  says  that 
it  is  now  recognized  that  ‘  the  sentence  is  the  unit  of  speech,  and 
that  grammar  should  be  taught  inductively,’  so  we  shall  not 
need  to  argue  the  case  further.  Consequently  in  studying  a 
language  we  must  study  the  spoken  sentence.  As  far  as  the 
written  form  of  this  spoken  sentence  enables  us  to  study  the 
spoken  form,  so  far  is  writing  an  aid  ;  hence  the  value  of  writing 
a  new  language  in  a  familiar  character,  such  as  Roman  for  Urdu 
or  Panjabi ;  but  as  soon  as  the  written  or  printed  character 
interferes  between  us  and  the  spoken  form,  it  becomes  a  hin¬ 
drance.  It  does  thus  interfere  when  it  is  wholly  strange,  as 
is  at  first  Arabic,  Hindi  or  Chinese  writing,  or  when  Roman, 
by  its  old  familiar  symbols,  leads  us  to  suppose  that  these 
well-known  letters  have  the  same  value  in  Panjabi,  as  they 
have  in  English.  If  when  we  see  a  “  t,”  the  dot  under  it  con¬ 
veys  no  significance  to  our  mind  and  we  pronounce  it  as  we 
always  do  our  English  “  t,”  then  Roman  has  become  a  snare  and 
not  a  help.  It  will  be  a  help  when  we  recognize  the  fact  that 
these  old  symbols  indicate  sounds  which  are  only  similar  to  their 
corresponding  values  in  English,  and  are  not  the  identical  sounds. 
In  other  words,  one  can  learn  the  sound  values  of  a  foreign  lan¬ 
guage  not  from  the  printed  page,  but  only  from  the  living  tongue 


INTRODUCTION. 


2 

of  the  native  or  of  the  skilled  fellow-countryman.  Therefore 
the  study  of  the  sentence  should  be  the  study  of  the  sounds  of 
that  sentence  as  they  come  from  the  mouth  of  the  living  teacher, 
and  the  writing  or  printing  should  be  studied  simply  as  an  aid 
to  remembering  what  we  have  already  heard  spoken.  As,  how¬ 
ever,  in  beginning  a  new  language,  one  only  bears  a  babble  of 
strange  sounds,  and  as  one  quickly  forgets  the  unfamiliar  com¬ 
binations  of  sounds,  it  is  imperative  that  one’s  early  teaching  and 
study  should  be  almost  wholly  by  ear  and  therefore  always  with 
the  teacher.  Here  is  the  greatest  error  of  the  scholastic  method. 
It  pretends  to  take  in  language  through  the  eye.  The  ear  is  the 
natural  receptive  medium  of  language,  which  is  speech  and  so 
audible.  The  eye  is  the  medium  of  form  and  is  necessary  for 
writing  and  printing,  which  are  not  language,  but  only  the  con¬ 
ventional  signs  thereof. 

It  is  here,  in  learning  strange  sound’s  that  phonetic  study  is 
most  valuable.  In  its  broadest  sense  phonetics  is  the  science 
of  sounds,  but  as  applied  to  linguistics,  it  is  the  science  of  the 
positions  and  movements  of  the  vocal  organs  in  the  formation  of 
speech  sounds.  Applied  phonetics  will  teach  how  the  sounds  of 
Panjabi  are  made,  and  how  they  differamong  themselves  and  from 
those  of  other  languages.  It  is  absolutely  necessary  that  one 
should  have  had  a  previous  training  in  phonetics,  either  practical, 
or  technical  and  practical,  to  enable  one  to  listen  appreciatively 
and  to  remember  correctly  the  sounds  of  any  strange  tongue. 

But  beyond  the  skill  to  pronounce  the  individual  words  is  the 
ability  to  catch  the  rising  and  failing  rhythm  of  the  sentence 
with  its  changes  of  pitch  and  cadence,  its  movement  and  intona¬ 
tion.  This,  too,  demands  the  study  of  the  language  in  the 
sentence,  since  there  alone  can  be  found  that  vital  rhythm,  which 
is  never  present  in  the  individual  word.  It  is  true,  indeed,  that 
this  rhythm  is  found  wholly  and  fully  only  in  spoken  living 
speech,  where  people  mean  what  they  say.  It  is  seldom  present 
in  a  teacher,  and  almost  never  in  a  reader,  for  very  few  read 
naturally.  Hence  the  less  one  reads,  in  beginning  the  strange 
tongue',  the  better,  and  the  more  one  can  study  the  language  right 
out  among  the  people,  talking  with  them,  and  above  all  listening 


INTRODUCTION. 


3 


to  them  talking  among  themselves,  the  sooner  will  one  get  the 
language  in  its  rhythmic  swing  and  natural  beauty  of  intonation. 

But  it  is  not  enough  to  say  to  some  one,  Go  out  and  learn  the 
language  by  association  with  the  people.  He  must  be  taught  to 
hear  and  to  speak,  that  he  may  be  able  thus  to  learn.  His  whole 
education  hitherto  has  been  through  the  eye,  and  to  thrust  him 
out  with  untrained  ear  and  expect  success  would  be  the  sheerest 
folly.  It  is  the  aim  of  the  Phonetic  Inductive  Method  to  impart 
such  skill  as  will  enable  the  pupil,  after  his  first  few  months, 
to  go  out  and  get  the  language  intelligently  and  successfully 
from  the  people.  Languages  are  spoken  rapidly.  The  slow  hesi¬ 
tating  utterance  of  the  schoolroom  is  not  found  in  house  and 
street.  So  after  a  year,  sometimes  after  years  of  study,  by  the 
old  eye  method,  the  student  has  to  say,  Do  not  speak  so  fast. 
Consequently  a  natural  method  must  teach  the  pupils  to  hear  at 
the  normal  rate  of  utterance. 

Here  should  be  defined  the  second  term  of  our  first) sentence — 
“learning”  What  is  it  to  “learn”  \  It  is  safe  to  say  that 
more  people  fail  because  they  have  not  a  true  “  standard  of 
attainment”— have  no  measure  to  determine  when  they  have 
really  acquired  a  sentence,  when  they  truly  knoxo  a  thing — than 
for  any  other  reason.  Let  this  be  our  standard — To  he  able  to 
express  any  given  idea  as  readily,  fluently  and  correctly  in  Panjabi 
as  in  English.  Having  reached  this  standard  we  may  consider 
that  we  are  ready  to  pass  on.  Less  than  this  does  not  suffice  for 
the  requirements  of  those  who  have  to  use  Panjabi  as  the 
medium  of  their  everyday  work,  for  our  ideal  must  be — to  hear  so 
as  to  understand,  and  to  speak  so  as  to  he  understood. 

We  note  further,  in  this  connection,  that  every  language  is 
made  up  of  certain  words,  divisible  into  classes,  which  are  called 
“  parts  of  speech,”  and  these  form  the  elements  of  speech.  In 
order  to  speak  and  understand  we  must  be  able  to  use  and  appre¬ 
ciate  these  various  elements  in  all  their  different  permutations 
and  combinations.  These  word-changes  are  the  facts  of  gram¬ 
mar,  and  “grammatical  facts  indicate  logical  processes.”  Hence, 
if  one  is  to  understand  language  as  it  is  spoken  naturally  and 
rapidly,  one  must  be  a  perfect  master  of  all  the  endings,  words. 


4 


INTRODUCTION 


and  auxiliaries  which  are  used  to  show  the  interrelation  of  the- 
different  parts  of  sentences  and  paragraphs  to  one  another. 

It  is  perfectly  evident  from  this  that  a  man  must  know  the 
grammar  of  any  language  which'he  pretends  to  use  correctly,  and, 
for  this  reason,  most  methods  begin  with  the  study  of  the 
grammar,  for  ‘‘  grammar  ”  to  most  of  us  means  a  book.  But,  in 
truth,  grammar  is  only  the  codification  of  those  forms  of 
language  which  existed,  and  were  correctly  used  bv  thou¬ 
sands  of  people,  long  before  the  “  grammar  ”  was  written.  Now,, 
whether  we  can  codify  or  not  is  of  little  practical  importance 
|n  comparison  with  the  ability  to  use  these  principles  correctly. 
Correct  speech  is  a  product  not  of  studying  grammars,  but  of 
learning  correct  models  of  utterance.  Thousands  of  Panjabis 
speak  their  language  according  to  the  best  models,  but  are 
wholly  unable  to  explain  the  underlying  principles.  A  book  of 
grammatical  facts  is  a  splendid  thing  to  test  yourself  by  tn 
see  whether  you  are  getting  into  correct  habits  of  speech,  but 
mastery  of  grammatical  principles  is  to  be  attained  not  by  learn- 
ing,  for  example,  that  “  the  adjective  must  agree  with  its  noun  in 
gender  and  number,”  and  then  thinking,  when  you  wish  to  sav 

the  bread  is  black”  that  roti  is  feminine,  and  so  you  must 
say  kali  not  kdld,  but  rather  through  accustoming  yourself  to 
associating  kali  and  roti.  Ask  a  Panjabi  the  gender  of  noun 
and  he  is  often  unable  to  tell  you,  until  he  repeats  to  himself 
a  sentence  w'hich  demands  the  gender  of  the  word  in  question, 
and  then  he  will  tell  you.  Yet  he  always  uses  it  correctly.  Let 
this  then  be  our  primary  aim — to  use  correct  speech,  explaining 
it,  if  we  can,  but,  if  not,  using  it  as  the  people  do.  Which  of  us 
can  explain  why  we  say  in  English,  “  We  had  better  go  ”?  Yet 
it  is  the  accepted,  classic  phrase. 

Let  us  note,  also,  some  of  the  psychological  principles  involved 
in  learning  a  language.  “  In  learning  a  new  language,”  says 
E.  W.  Scripture",  “one  must  learn  to  associate  a  new  set  of 
sensory  and  motor,  auditory  and  speaking,  sensations  with  the 
old  ideas.  It  is  the  begetting  of  a  new  habit  of  thinking  and 
speaking.”  Consequently,  as  we  wish  to  form  no  bad  habits, 

E.  W.  Scripture,  Elements  of  Experimental  Phonetics,  p.  381. 


INTRODDCTION. 


we  must  give  special  attention,  through  phonetic  study  and 
by  careful  observation,  to  getting  correct  concepts  of  the  sounds 
which  we  wish  to  reproduce.  Only  as  our  concept  is  accurate 
can  our  reproduction  be  exact,  and,  since  many  of  the  Panjabi 
sounds  are  very  like  our  own,  though  still  quite  distinct,  it 
requires  trained  and  close  observation  to  obtain  a  just  and  dis¬ 
criminating  concept  of  these  sounds.  Yet  it  can  ivud  must  be 
done,  and  the  cultivation  of  the  habit  of  careful  listening  to  the 
exact  character  of  the  speech  sounds  and  the  exact  forms  of 
expression,  is  vital  to  a  mastery  of  Panjabi. 

But  we  forget  so  easily.  Often  it  is  because  we  have  not 
really  grasped  the  idea.  One  cannot  expect  to  remember  what 
one  has  not  fully  perceived,  and  the  best  way  to  correct  a  false 
impression,  and  strengthen  a  right  one,  is  to  have  the  exciting 
idea  again  brought  before  the  mind .  Have  the  sentence  repeated . 
It  has  been  determined  that  the  memory  normally  loses  more 
than  66  per  cent,  over  night.  So  patience  with  one’s  memory  is 
necessary,  and  frequent  repetition  must  be  resorted  to,  in  order 
that  the  impression  may  be  so  deepened  that  the  full  100  per 
-cent,  shall  he  retained. 

All  early  study  must ,  be*  aloud  with  the  teacher,  and  this 
careful  hearing  will  fix'thbdmpression.  For  many  the  writing 
of  the  sounds  in  Roman  is  a  great  aid  to  remembering.  Some 
find  that  by  certain  similarities  of  sounds  they  are  able  to  aid 
their  memory,  as  PANI-Pawnee-Indian-fire-wa ter- WATER,  and 
so  to  fix  both  sound  and  meaning.  One  should  follow  the  bent  of 
one’s  own  Qiind,  having  once  determined  what  that  is,  and  learn 
to  perfection  whateveroneattemptsthe  first  year.  This  involves, 
of  course,  the  necessity  of  attempting  nothing  save  what  must  be 
learned.  Practice  makes  perfect,  but  it  must  be  wide-awake, 
watchful  practice.  Repetition  by  a  tired,  worn-out  mind  is  worse 
than  useless. 

It  is  also  a  matter  of  observation  that  words  once  learned  are 
most  economically  learned  again  after  an  interval  of  twenty -four 
hours  or  at  least  a  night.  Peculiarly  difficult  subjects,  such  as 
■new  and  strange  sounds,  should  be  taken  up  in  the  morning  when 
•one  is  thoroughly  rested. 


6 


INTRODUCTION. 


Another  psychological  principle  is  that  “  intense  effort  edu¬ 
cates,”  and  that  is  why  this  “  Slip  Study,”  demandingthe  attain¬ 
ment  of  a  mathematically  fixed  standard  of  five  syllables  per 
second,  is  one  of  the  most  important  parts  of  the  Phonetic  Induc¬ 
tive  Method,  for  it  requires  ready,  fluent  and  accurate  utterance, 
not  merely  of  one,  but  of  many  slips,  in  rapid  succession.  For 
this  the  mind  must  be  alert  and  active,  and  so  one  is  educated 
in  the  new  speech.  As  one  in  using  the  slips  is  always  trying 
to  better,  or  at  least  equal,  one’s  previous  record  for  speed  in 
the  repetition  of  a  given  number  of  slips,  it  gives  a  zest  to  this 
study,  which  is  the  best  earnest  of  success. 

It  is  well,  too,  in  accordance  with  psychological  law,  that  im¬ 
pressions  of  one  kind  should  not  be  dissipated  by  introduction  of 
another  set  of  impressions  ;  when  one  is  trying  to  learn  Panjabi 
sounds,  the  introduction  of  English  or  even  of  Urdu,  tends  to 
break  up  the  Panjabi  associations  and  so  weakens  the  resultant 
concept.  It  is  a  fundamental  principle  of  the  Phonetic  Inductive 
Method  that  “  each  language  must  he  the  medium  of  its  own 
impartation.”  Consequently  Panjabi  must  be  begun  at  once,  and 
after  a  month  should  be  the  sole  medium  of  communication  for 
both  pupil  and  teacher. 

Again,  ordinary  book  study  is  hampered  by  that  local  memory 
which  tries  to  recall  what  is  “  on  the  top  of  the  left-hand  page,” 
or  elsewhere,  and  get  it  from  visualisation.  Slip  study  breaks 
up  all  this  local  memory  and  compels  one  to  go  directly  from  the 
idea  to  the  Panjabi  expression  of  it. 

So,  too,  the  local  and  rote  memory  .that  plays  so  large  a  part 
in  the  paradigm  study  of  the  grammar,  is  quite  supplanted.  We 
no  longer  begin  at  the  beginning  and  run  through  till  w'e  come 
to  the  required  form,  but,  since  we  learn  each  form  as  a  part  of  a 
sentence,  disassociated  from  any  particular  paradigm,  we  are 
able  to  reproduce  it  at  will. 

Translation  as  an  exercise  for  imparting  skill  in  the  language 
maybe  safely  omitted  from  the  fi  rst  year’s  requirements,  since  one 
of  the  severest  tests  of  ability  h  nguage  study  is  an  idiomatic 
translation  from  one  tongue  into  another.  In  slip  study,  the 
English  expression  is  indeed  given,  but  that  is  to  impart  the- 


INTRODUCTION. 


7 


idea,  and  the  Panjabi  equivalent  is  required,  not  as  an  inde¬ 
pendent  exercise  of  the  mental  faculties,  but  rather  as  a  test 
of  memory.  Learning  a  language  has  all  along  been  regarded 
too  much  as  a  task  requiring  great  mental  abilities,  while,  if 
one  may  draw  a  deduction  from  observation,  ability  to  speak 
frequently  goes  with  vei’}’  little  mental  power.  The  truth  i.s 
that  learning  a  language  is  a  mechanical  process,  wherein  the 
muscles  of  speech  are  taught  to  work  in  new  and  unusual  move¬ 
ments.  It  is  like  learning  to  knit.  The  process,  slow  at  first, 
becomes  more  and  more  unconscious,  until  the  skilled  knitter, 
goes  through  the  operation  without  a  thought.  It  has  taken 
many  thousands  of  repetitions  before  such  a  result  has  been 
attained,  but  it  has  come  at  last,  and  the  steel  needles  glide  in 
and  out  as  if  they  were  a  part  of  the  living  hand.  So  must  it  be 
with  the  tongue.  Slowly  at  first,  but,  by  careful  and  painstaking 
repetition,  skill  is  attained,  until  at  last,  without  any  thought, 
the  words  run  off  without  the  least  effort,  and  then,  and  not  till 
then,  one  may  learn  how  to  speak.  So  long  as  one  is  engrossed 
with  the  tool,  one’s  work  is  poorly  done,  but  when  the  tool 
moves  as  a  part  of  the  workman,  shape  and  shading  will  easily 
follow. 

Slip  study  is,  however,  exhausting,  and  one  consecutive  hour 
of  it  is  frequently  too  long.  One  should  rest,  on  growing  fatigued, 
by  taking  up  some  other  branch  of  the  study,  such  as  gramma¬ 
tical  forms,  or  copying  out  Panjabi,  or  reading  along  some  other 
line,  to  rest  the  mind  and  organs  of  speech  Such  time  should  be 
used,  if  one  intends  to  learn  the  Gurmukkhi  character,  by  taking 
up  S.  Jno.  iv,  beginning  with  verse  7. 

As  to  the  length  of  time  that  one  should  study  daily,  it  may  be 
recalled  that  a  gentleman  who  followed  two  children,  of  five  and 
six  years  of  age,  during  a  whole  day,  and  took  note  of  their  every 
word,  ascertained  that  they  each  had  made  approximately  15,000 
words  utterances.  Allowing  100  words  to  the  minute  in  conversa¬ 
tion,  this  would  give  two  and  one-half  hours  of  steady  talking 
and  as  much  listening  for  each  child.  Doubtless  if  one  gave  the 
same  time  to  using  familiar  words,  both  hearing  and  speaking 
w’ithin  one’s  own  vocabular}'^,  and  gradually  extending  it  by 


INTRODUCTION. 


introducing  and  using  a  few  new  words,  one  would  get  the 
language  rapidly  and  accurately. 

The  number  of  new  words  that  can  be  assimilated  will  vary 
according  to  the  diligence  and  mental  power  of  the  student.  A 
student  of  German  learned  fifty  words  a  day  for  several  months. 
His  method,  however,  was  wrong,  as  it  was  the  word  method, 
and  he  did  not  assimilate  so  many  as  this  daily.  It  is  better  to 
take  a  few  and  thoroughly  incorporate  them  into  our  sentences, 
so  that  we  can  use  them,  rather  than  merely  to  get  the  meaning  of 
a  large  number.  If  we  study  twenty-five  days  in  the  month,  and 
master  ten  words  daily,  we  shall  be  able  to  use  1,500  in  six 
months.  When  we  realize  that  the  Gospel  of  St.  John  has  only 
1,000  words,  we  see  the  possibilities  of  a  well-chosen  vocabulary 
of  1,,500  words.  By  the  end  of  the  year  we  should  be  able  to 
double  or  treble  this  number. 

In  the  mastery  of  ten  words  daily  it  is  implied  that  we  dis¬ 
tribute  our  effort  over  the  various  parts  of  speech,  and  learn  not 
merelj'  to  employ  ten  nouns  or  verbs,  but  to  use  the  new'  words 
in  any  sentence  that  we  may  have  previously  been  able  to  say, 
substituting  them,  for  words  of  the  same  kind.  It  is  possible  that 
ten  words  w'ould  l?e  too  many  for  some  students,  but  an  earnest 
effort  should  be  made  to  master  at  least  this  number.  At  first, 
saj'  for  the  first  two  or  three  weeks,  it  may  be  allowable  to  count 
the  variant  forms  of  the  verb  ‘  to  be  ’  as  different  words,  and  so 
with  variant  forms  of  the  noun,  but  the  ambitious  student  will 
not  do  so.  Hold  yourself  to  not  less  than  ten  separate  words, 
and  if  you  do  not  get  them  thoroughly  in  mind,  carry  them 
along  in  review  and  add  ten  new  words. 

As  you  get  out  among  the  people,  carry  a  book  and  pencil  and 
enter  w'ords  and  phrases,  then  at  home  correct  and  enter  them 
in  ink,  and  if  they  are  desirable  expressions,  learn  them.  At 
first,  sa}'  for  six  months,  confine  your  memorising  very  largely 
to  the  work  outlined  here.  After  that  go  as  far  afield  as  you 
ehoose,  but  always  try  to  get  your  new  words  in  phrases.  Cul¬ 
tivate  the  habit  of  close  and  accurate  noting  of  the  exact  forms 
•of  the  words  in  every  Panjabi  sentence,  and  you  wdll  soon  acquire 
a  habit  of  correct  speech,  for  the  ear  is  the  governor  of  the 


INTBODUCTION. 


9 


tongue,  and  as  we  bear  so  we  speak.  Avoid  carefully  all  mongrel 
speech.  When  you  talk  Urdu,  talk  it,  and  when  you  talk  Panjabi, 
talk  it  pure — no  “  khicarl.” 

It  will  be  noted  that  the  sentences  of  Part  III  are  long  and 
complex.  The  ordinar}^  language  method  carefully  avoids  any¬ 
thing  complex  till  later.  But  it  is  much  easier  tf  evolve  the 
simple  from  the  complex,  than  the  complex  from  the  simple.  As 
mature  students  we  are  used  to  the  complex  in  thought,  and  the 
difficulty  of  mastering  an  involved  sentence  of  thirty  words  is 
little,  if  any  more,  than  that  of  learning  one  of  five  or  six  words. 
Probably,  because  of  the  relation  of  thought,  the  complex  will 
be  found  easier.  So,  too,  the  long  and  complex  sentences,  v/ker. 
mastered,  give  a  command  of  idiomatic  expression  that  is  never 
learned  from  confining  oneself  to  the  simple,  short  sentences  so 
common!}'  found.  The  adult  student  has  been  used  to  allowing 
his  thoughts  to  roam  in  palaces  of  paragraphs  and  involved 
sentences,  and  when  he  is  confined  to  the  one-roomed  cottage  of 
the  simple  period,  he  feels  straitened  and  oppressed. 

The  written  compositions  and  translations  of  the  ordinary 
methods  will  find  their  best  substitute  in  what  I'rendergast  calls 
■  Diversification  ”  and  “Oral  Composition.”  The  already  learned 
words  are  taken  as  the  basis  of  new  sentences.  Changes 
of  the  subject  are  made  by  substituting  the  singular  for  the 
plural,  nouns  for  pronouns,  first  person  for  second  or  third,  past 
for  present,  future  or  perfect,  feminine  for  masculine,  and  vice 
versa,  until  no  ending,  auxiliary  or  part  of  speech  seems  un¬ 
familiar.  Take  the  Diversification  Table  at  the  end  of  Part  III , 
and  practise  one  or  more  classes  daily  after  the  first  two  months, 
until  all  the  changes  involved  by  the  use  of  an\'  of  the  words 
come  readily  to  mind.  Mastery  of  these  few  forms  will  give 
the  mastery  of  all. 

“  No  one  ever  gained  a  fluent  command  over  man\'  words  with¬ 
out  first  mastering  a  few  at  a  time.  Repetition  of  the  same 
words  in  varied  combinations,  thus  disclosing  their  various  forms 
and  uses,  is  the  method  whereby  languages  reveal  their  secrets.” 
We  learn  to  use  a  language  as  we  learn  to  use  the  sword.  How 
many  times  must  one  practise  the  thriistand  stroke,  the  feint  and 


10 


INTRODUCTION. 


parrv  before  one  is  fit  to  cross  swords  with  a  foe.  So,  too,  we- 
must  go  over  and  over  these  thrusts  and  strokes  of  tongue  and- 
mind,  before  we  can  use  our  Panjabi  in  front  of  an  audience. 

Reading,  as  has  already  been  said,  should  follow  our  ability  to 
understand,  and  may  be  carried  on  as  we  memorise  the  sen¬ 
tences  of  the  Manual.  While  resting,  one  might  take  up  the 
Gurmukkhi  character  (beginning  with  S.  John  iv.  7).  By 
having  the  Gurmukkhi  written  under  the  English  of  our  slips, 
it  is  possible  to  learn  the  general  outlines  of  the  Gurmukkhi 
words,  while  we  are  memorising  their  sounds,  and  after  the  first 
lesson  or  two  to  begin  an  inductive  study  of  the  character,  with¬ 
out  the  drudgery  of  the  alphabet. 

The  true  language  method  then,  we  may  observe,  by  way  of 
recapitulation,  demands 

1.  A  phonetic  analysis  of  the  sounds  of  the  student  s  native- 
tongue. 

2.  A  phonetic  analysis  of  Panjabi  sounds. 

3.  A  s\'nthetic  combination  of  Panjabi  sounds  in  Pronunciation 
Exercises. 

4.  A  study  of  Panjabi  as  spoken  by  a  native  Panjabi  in  com¬ 
plete  sentences. 

5.  Memori.sing  these  sentences  aloud,  till  the  pupil  can  say 
them  at  a  normal  rate  of  utterance,  five  syllables  per  second. 

6.  A  complete  mastery  of  the  changes  which  the  various  parts 
of  speech  undergo  to  indicate  the  logical  interrelations  of  the 
various  sentences  and  parts  of  sentences  to  one  another. 

7.  The  initial  and  continued  use  of  Panjabi  as  a  direct 
medium  of  communication  and  of  teaching  Panjabi  itself. 


PART  I.— GUIDE  TO  PRONUNCIATION. 


As  a  proof  of  the  value  of  phonetics,  one  cannot  do  better  than 
quote  the  opinion  of  Miss  Mary  Brebner,  Gilchrist  Scholar  of  the 
Cambridge  (England)  Training  School  for  Women  Teachers,  who 
was  sent  abroad  to  investigate  the  teaching  of  modern  languages 
in  Germany.  After  six  months’  investigation  she  writes,  “  I  am 
fully  persuaded  by  all  that  I  saw  and  heard,  that  phonetic  drill  is 
invaluable  for  giving  the  pupils  a  good  pronunciation  from  the 
start.  I  often  marvelled  at  the  sure  unhesitating  way  in  which 
the  pupils  had  mastered  the  English  sounds.” 

Note  also,  in  this  connection,  the  deliverance  of  the  World’s 
Missionary  Conference,  Edinburgh,  June  1910,  Commission  V, 
“  The  modern  science  of  phonetics  is  without  doubt  of  great  use 
in  the  acquirement  of  a  correct  pronunciation  and  ought  to  be 
studied  at  home.” 

Were  it  not  that  this  science  is  almost  wholly  neglected  in  both 
English  and  American  schools  and  colleges,  one  might  pass  over 
a  great  deal  of  what  follows.  It  will  be  a  great  advance  toward 
linguistic  perfection,  too,  when  the  advice  of  the  Edinburgh 
Conference  is  followed  and  the  subject  is  really  studied  at  home. 
How’ever,  we  must  do  the  best  we  can  on  the  field  to  make  up  for 
any  lack  of  preparation  at  home,  and  so  we  shall  treat  the  subject 
as  if  it  were  wholly  strange  to  the  student  of  Panjabi. 

1 .  Phonetics  is  the  science  of  sounds,  but  as  applied  to  linguis 
tics,  it  is  the  science  of  the  positions  and  movements  of  the  vocal 
organs  in  the  production  of  speech-sounds.  We  shall  endeavour 
to  show  the  organic  positions  of  Panjabi  sounds,  and  show  also 
how^  they  differ  from  or  resemble  the  corresponding  Urdu  and 
English  sounds,  so  that  the  student  may  work  inteljigently  and 
successfully  toward  acquiring  a  correct  intonation  in  his  u-se  of 
Panjabi. 

This  drill  in  phonetics  is  indispensable  for  the  adult,  owing  to 
the  fixity  of  his  organs  of  speech,  and  his  tendency  to  hear 
according  to  his  preconceived  notions  of  what  the  sounds  are 


]2 


PHONK'l’ICS. 


Not  only  will  lin'd  educate  liitu  to  hear,  hut  he  will  be  so  trained 
that  those  who  hear  him  will  be  able  to  tell  with  ease  and 
certainty  what  he  is  saying  and  to  recognize  in  his  speech  the 
distinctive  Panjabi  sounds.  These  are  at  first  so  much  alike 
to  the  untutored  ear  that  the  ordinary  beginner  fails  to 
distinguish  them  in  his  speaking  or  hearing,  but  a  knowledge  of 
them  is  absolutely  necessary. 

2.  Speech  is  the  original  wireless  telegraphy,  and  has  as  its 
medium  the  air.  By  means  of  the  vocal  organs  certain  wavelike 
movements  are  imparted  to  the  air  in  the  larynx  and  mouth,  and 
these  cause  similar  movements  to  radiate  to  the  outer  air.  and 
thus  the}'  reach  the  ears  of  others.  The  lungs  form  the  bellows 
from  which  the  air  of  the  chest  is  forced  out  through  the  larynx 
between  the  vocal  chords,  where  it  is  so  modified  as  to  form  the 
basis  of  articulate  speech.  The  vocal  chords,  when  broughtclose 
together,  vibrate  as  do  the  lips,  when  one  is  blowing  a  trumpet, 
and  by  this  vibration  the  vocal  current  becomes  ’‘sonant” 
whereas,  if  the  approximation  of  the  chords  is  slight,  the  vocal 
current  is  but  little  changed,  and  becomes  “  surd.” 

Just  above  the  larynx  or  Adam's  apple  is  the  pharynx,  the 
passage  between  the  back  of  the  mouth  and  the  gullet  and  wind¬ 
pipe.  By  a  contraction  of  the  walls  of  the  pharynx  force  is  given 
to  all  explosives.  It  is  at  the  upper  part  of  the  pharynx  that  the 
vocal  current  is  deflected  outward,  either  into  the  mouth  or  into 
the  nasal  passage.  This  deflection  is  determined  by  the  velum, 
or  soft  palate.  If  it  is  raised,  breath  goes  out  through  the  mouth; 
if  it  is  down,  in  the  natural  position,  and  so  open,  the  current 
goes  out  through  the  nose. 

Once  the  vocal  current  has  passed  the  vocal  chords,  it  may  be 
modified  by  the  pharynx,  or  by  the  soft  palate  and  its  pillars,  or 
by  its  extremity,  the  uvula,  or  by  the  back,  middle,  front,  or  tip 
of  the  tongue,  as  it  comes  into  more  or  less  close  or  open  relation 
with  the  organs  above,  and  also  by  the  teeth  and  by  the  lips. 
Sometimes  through  the  modifications  resulting  from  both  mouth 
and  nasal  organs  certain  clicks  and  sniffs  are  produced. 

3.  Sonant. — Although  there  are  many  points  in  phonetic 
problems  which  have  not  been  clearly  settled,  3’et  the  action  of 


PHON  BTICS. 


1? 


these  modiflers,in  their  main  features,  can  be  easily  ascertained. 
Lay  your  fingers  on  your  larynx  (putting  a  hand  on  the  top  of 
the  head,  or  holding  a  finger  in  each  ear,  gives  the  same  result) 
and  say  alternately  z-z-z-z-z  and  a-a-B-s-a,  but  be  careful  not  to 
call  these  letters  by  name,  only  hiss  and  buzz  their  sounds. 
As  you  do  this,  you  will  feel  a  vibration  in  your  throat,  ears  or 
head.  Thisarisesfromthevibrationof  the  vocal  current,  produced 
b}’’  the  action  of  the  vocal  chords.  All  sounds  having  this 
vibration  arecalled“ sonant,”  “  voice,”  ‘‘  vocal,”  or  “  sub-vocal,” 
as  1,  m,  b,  V,  g,  a,  o. 


4  Surd. — When  j'ou  pass  from  z-z-z  to  s-s-s,  you  will  notea 
relaxation  in  the  larynx,  but  when,  you  pass  from  breathing  with 
open  mouth  to  the  sound  of  h  in  one  and  the  same  breath,  you 
will  note  a  slight  contraction  of  the  larynx.  This  is  at  the  basis 
of  allletters  which  are  not  “sonant.”  Such  are  usually  designated 
“  breath,”  “aspirate,”  “  voiceless,”  but  the  best  designation  is 
“  surd.”  The  English  t,  s,  f,  sh,  p,  k  are  surds. 

5.  Vowels. — When  the  mouth  has  a  fixed,  open  position,  the 
voiced  current  produces  a  sound  that  is  called  a  vowel.  W'e  may 
have  as  many  vowels  as  we  have  different  positions  of  the  mouth, 
and  by  gliding  from  one  position  into  another  we  get  an  additional 
number  of  what  are  called  dipthongs.  The  Panjabi  vowel  table 
is  quite  simple. 

6.  Consonants. — When  the  vocalcurrent  is  cut  off  or  constrict¬ 
ed  so  that  there  is  an  evident  stoppage  or  friction  at  the  point  of 
articulation,  we  get  what  is  called  a  consonant.  The  name  is 
false  from  an  etymological  standpoint,  and  is  still  defined  by  some 
grammars  as  “  a  sound  that  cannot  be  made  alone.”  The  name 
is  too  well  settled  for  us  to  try  to  change  it,  but  one  should  note 
that  the  sounds  of  s,  sh,  f,  v,  1,  m  and  others,  may  be  prolonged 
indefinitely  without  any  vowel  assistance. 

7.  Consonant  Varieties. — Consonants  are  divided, according  to 
the  manner  of  articulation,  into  stops,  continuants  or  fricatives, 
trills,  nasals  and  laterals;  and,  according  to  the  point  of  articu¬ 
lation,  we  have  in  Panjabi  labials,  dentals,  palatals,  cerebrals 
and  gutturals.  When  stops  end  a  syllable,  they  are  called  implo- 
sives,  and  when  they  begin  it,  they  are  called  explosives.  The 


14 


PHONETICS. 


true  explosive  is  explained  later  on.  A  combination  of  surd  and 
sonant  consonants  is  found  under  the  term  “  blends.”  See 
Section  13. 

Each  point  of  articulation  may  have  one  pair  of  stops  and 
one  of  continuants,  with,  in  some  positions,  a.  pair  of  trills  or 
flaps,  and  one  of  laterals.  Out  of  all  these  possible  sounds, 
there  may  be  only  one  in  use,  but  frequently  there  are  two  or 
-three  out  of  a  possible  six  or  eight. 

8.  Alphabet. — The  Gurmukkhi  alphabet,  in  common  with  the 
others  derived  from  the  Sanskrit,  has  a  phonetic  order  superior  to 
any  of  the  western  alphabets.  It  is  probable  that  this  alphabet 
came  in  along  the  south  Arabian  coast.  It  must  have  come  into 
use  long  after  the  Sanskrit  grammarians  had  classified  their 
sounds,  and,  as  a  consequence,  we  have  it  arranged  in  good 
phonetic  order,  instead  of  in  the  topsy  turvy  way  of  our  English 
letters. 

9.  Phonetic  Analysis. — Any  satisfactory  study  of  phonetics 
must  begin  with  an  analysis  of  the  sounds  of  English  as  spoken 
by  the  student.  Let  each  one  provide  himself  with  a  mirror  and 
accustom  himself  to  observe  the  actions  of  the  vocal  organs  as 
they  form  the  various  speech  sounds.  Having  observed ,  as  before 
directed,  the  relation  of,  and  difference  between,  s  and  z,  let  the 
same  be  noted  in  v  and  f,  w  and  wh,  sh  and  zh,  th  (thin)  and  th 
(thine). 

Now  say  the  sounds  of  p,  b,  t,  d,  ch,  j,  k,  g,  and,  with  fingers 
on  larynx,  note  that  p,  t,  ch,  k  are  surd  and  b,  d,  j,  g  are  sonant. 
Go  from  b  to  m,  m  to  b,  as  in  jab’m,Jamb,  and  observe  the  vocal 
action.  So  with  hind,  hidden,  kin,  king,  reversing  the  two 
latter  to  nik  and  ngik. 

10.  Stops. — Stops  should  be  studied  with  the  vowel  a  (ah), 
as  ap  &b,  pa  ba,  at  ad,  ta  da,  cha  ja,  ach  aj,  ka  ga,  ak  ag, 
the  exact  point  of  articulation  being  noted.  Say  key,  kay,  kaw, 
gee,  gay,  gaw,  and  observe  the  change  in  point  of  articulation 
and  in  sound.’  Now  say  gaw,  gay,  gee,  jee,  and  note  that  if  we 
put  the  point  of  contact  just  a  little  further  forward,  the  hard 
sound  of  gee  becomes  jee.  In  English,  then,  w  e  have  four  dis¬ 
tinct  points  of  articulation,  p,  t,  ch,  k,  but  in  Panjabi  we  have 


PHONETICS. 


16 


'five,  owing  to  the  fact  that  we  have  two  different  sets  of  t’s. 
See  12. 

11.  ContinvMnts  or  Fricatives. — Take  the  mirror  and  holding 
the  mouth  eo  that  you  can  see  up  under  the  teeth,  say  mits,  hits, 
and  observe  how  the  tongue  which  closes  up  tightly  as  you  say 
hit,  mit,  opens  at  the  point  and  allows  the  breath  to  escape  over 
the  tip  for  the  s,  and  that  the  sounds  of  the  two  are  quite 
different  in  length,  the  t  being  momentary,  while  the  s  is  con¬ 
tinuous,  hence  the  term  continuant.  Owing  to  thefactthatit  and 
other  similar  letters  take  their  character  from  friction  of  the 
vocal  current  passing  between  two  approximated  organs,  the 
term  fricative  is  also  used.  Each  point  for  a  stop  will  also  give 
us  continuante.  Let  us  take  up  these  sounds  more  in  detail. 

12.  Sound  Table  (a) — 


Stops 

Explo¬ 

sives. 

Nasals. 

tives. 

Trills. 

Late¬ 

rals. 

Blends 

Labials  p  b 

ph 

“ph”  w  m 

bh 

Dentals  t  d 

th 

s  z  n 

r 

1 

dh 

Palatals  e*  j 

ch 

sh  zh  h 

jh 

Cerebrals  t  d 

th 

n 

r 

1 

(pi 

Gutturals  k  g 

kh 

Kh  h 

gh 

Sui  generis 

hh{  ‘  ) 

(6)  Tt  is  to  be  observed  that  the  only  class  in  regard  to  which 
there  is  any  dispute  as  to  whether  the  sounds  are  simple  or  com¬ 
plex  is  that  of  the  palatals.  It  is  ordinarily  taught  that  c  is 
compounded  of  tsh  and  z  of  dzh,  but  this  is  incorrect  for  the 
following  reasons.  All  alphabets  have  recognized  it  as  a 
simple  sound.  Like  other  stop  positions,  it  has  its  corresponding 
fricative,  sh  and  nasal,  n.  It  can  be  formed  when  the  tip  of  the 
tongue  is  not  involved,  as  it  would  be  if  there  were  a  “  t  ”  in  it. 

It  should  also  be  noted  that  while  our  English  “t”  is  called 
dental,  it  is  really  pre-palatal,  since  the  tip  of  the  tongue  comes 
just  above  the  upper  gums. 

(c)  The  labial  fricatives  “ph”  and  w  are  rather  difficult  for 
the  beginner.  The  w  is  not  the  English  w,  which  is  rounded  at 


*  C  in  Panjabi  has  the  sound  of  oh  in  church. 


16 


PHONETICS. 


lips  and  throat,  but  is  a  bilabial,  made  with  lips  drawn  back  at 
the  corners,  and  sounds  something  like  a  v  in  English.  The 
“  Pb  ”  is  the  indigenous  f  of  India,  and  is  made  by  holding  the 
lips  flattened  and  quite  close,  and  at  the  same  time  blowing 
between  them.  Our  English  f  is  made  by  placing  the  lower 
edge  of  the  upper  front  teeth  against  the  lower  lip,  rather 
toward  the  inner  and  upper  part,  and  then  making  the  sound 
by  strong  blowing.  The  sonant  of  f  is  English  v,  while  the  sonant 
of  “ph”  is  Panjabi  w.  The  English  w  is  formed  from  English 
o,  by  making  the  lips  a  little  more  shut,  and  the  English  wb  is 
the  surd  of  the  English  w.  The  Panjabi  w  bears  the  same  relation 
to  Panjabi  o  that  English  w  does  to  English  o.  But  see 
secs.  21-23,  vowels. 

(d)  The  Panjabi  palatals  are,  like  many  of  the  Panjabi 
sounds,  farther  to  the  front  in  the  mouth  than  the  corresponding 
English  sounds.  So,  too,  where  the  English  make  c,  j,  sh,  zh, 
with  lips  protruding,  Panjabis  have  their  lips  flattened.  The 
y  is  also  a  palatal,  but  it  has  the  front  of  the  tongue  much  lower 
than  the  zh  or  sh.  It  sometimes  has  a  sound  like  zh.  y  bears 
the  same  relation  to  i  as  w  bears  to  o.  So  n  bears  the  same 
relation  to  j  as  n  does  to  d. 

(e)  Cerebrals  are  usually  termed  “  hard.”  That  they  are 
“hard”  to  make  correctly  all  foreigners  will  admit.  Several 
elements  enter  into  their  formation  :  first,  the  throat  must  be 
well  opened,  the  lips  drawn  back  tensely,  and  the  tongue  also 
tensed  and  low  in  the  back  ;  second,  the  tensed  tongue  must  be  in 
a  nearly  perpendicular  position,  the  sides  spread  out  so  as  to  fill 
completely  the  space  between  the  upper  teeth,  from  side  to  side, 
the  tip  being  up  against  the  hard  palate  for  the  t  d  th  n  1, 
and  must  be  widely  open  at  the  central  tip  for  r,  though  flapped 
down  to  normal  position  a  moment  after. 

(/)  The  gutturals,  so  called  from  Latin  guttur,  throat,  are 
formed  at  the  back  of  the  tongue,  where  it  comes  in  contact 
with  the  soft  palate.  The  stops  k,  g  should  give  no  difficulty, 
but  the  fricatives  kh,  g  may.  Let  it  be  noted  that  kh  bears  the 
same  relation  to  k  as  b  does  to  t,  or  “  ph”  to  p.  Open  the 
mouth  widely  and  say  ak,  then  holding  the  tongue  in  the  same 


PHONETICS. 


17 


position,  which  you  will  only  do,  if  you  are  using  the  mirror, 
relax  very  slightly  and  then  blow  breath  forcibly  through 
between  the  tongue  and  soft  palate.  Now  voice  this  ^  and 
you  get  the  g,  for  g  has  the  same  relation  to  to  as  z  has 
to  s.  The  ng  would  more  accurately  be  written  h,  or  have 
a  different  symbol  entirely,  for  it  has  in  it  neither  the  sound 
of  n  nor  that  of  g.  To  form  it  as  a  final  is  easy  for  us,  but  to 
get  it  as  an  initial,  open  the  mouth  widely  and  say  ang,  ang, 
ang.  Note  how  the  tongue  is  low  in  front.  Keep  it  so  and 
reverse  the  sounds  and  say  nga.  If  the  tongue  insists  on  rising 
in  front,  take  a  pencil  and  hold  it  down.  If  you  say  na  or  nya 
for  nga,  it  is  simply  because  the  tongue  rises  in  front.  Only 
a  back  contact  will  give  nga. 

(g)  The  letter  h  is  marked  “  sui  generis,”  and  has  at  least 
three  values.  It  has  the  sound  of  the  English  h  in  home  in  the 
Panjabi  aho,  hae  hae,  aht>  In  a  certain  class  of  words  it  is 
used  to  indicate  a  rise  in  pitch  and  gives  no  sound  of  its  own, 
as  in  wela,  w6hla,  kaja  kahla.  This  corresponds  to  one  of  the 
Chinese  “  tones,”  a  distinction  which  becomes  more  frequent  as 
one  proceeds  toward  east  and  south-east  Asia.  In  most  words  it 
seems  to  be  a  sonant  h,  and  should  be  carefully  observed  in  the 
teacher’s  pronunciation.  See  Pronunciation  Exercises. 

13.  Blends. — Whether  it  is  on  account  of  this  “  sonant  h  ” 


that  the  letters  bh,  dh,  jh,  dh,  gh  have  their  peculiar  character 
or  not,  is  perhaps  not  known.  Certain  it  is,  however,  that  few 
Westerners  master  these  sounds.  An  analysis  on  the  kyma* 
graph  shows  that  the  difference  is  like  that  of  the  German  b, 
2 


18 


PHONETICS. 


as  compared  with  the  English  b.  This  same  pronunciation 
is  found  across  China  and  Tibet,  right  through  to  Korea.  These 
letters  bh,  dh,  jh,  dh,  and  gh  sometimes  have  their  Urdu  pro¬ 
nunciation,  which  is  that  of  an  explosive  aspirated  b,  d,  etc., 
but  the  regular  Panjabi  pronunciation  is  a  blend  of  surd  and 
sonant,  in  other  words,  bha,  dha,  jha,  ^a  and  gha  are  as  if  they 
were  pba,  tda,  oja,  tda,  and  kga. 

In  the  diagram  on  preceding  page,  let  1  denote  the  point  of 
closing  the  organs,  2  the  duration  of  the  closure,  3  the  point  of 
breaking  the  shut  position,  4  the  glide  from  the  shut  consonant 
position  into  the  open  vowel  position,  and  5  the  vowel. 

In  these  words  pa,ba,b’a,  pha  and  bha,  the  vowel,  5,  is  common , 
so  also  is  the  silent  closure  of  the  lips,  1.  The  difference  there¬ 
fore  must  be  sought  elsewhere.  Between  pa  and  ba,  it  is 
in  the  point  where  the  vocal  chords  begin  to  sound,  as  indicated 
by  the  heavy  line,  that  for  ba  beginning  at  once  on  the  closure  of 
the  lips,  and  for  pa  not  beginning  till  the  vowel  is  reached.  For 
pba  (b’a),  however,  it  begins  at  3,  immediately  with  the  break. 
There  is  no  aspiration  with  the  blend  pba,  as  there  is  with  Urdu 
bha  and  pha.  This  aspiration  begins  with  the  break,  3,  and  runs 
to  the  vowel,  as  indicated  by  the  dotted  line. 

14.  Laterals. — In  English  we  have  the  labio-dental  laterals 
f  and  V  and  the  dental  laterals  th  (thin)  and  th  (thine),  and 

he  lingual  lateral  1,  but  in  Panjabi  we  have  only  the  1  and  the 
1,  where  the  difference  arises  from  the  way  in  which  the  tongue 
is  held,  at  the  teeth  for  one  and  at  the  roof  of  the  mouth  for 
the  other.  The  terms  “liquid ”  and  “ lingual  ”  as  applied  to  some 
letters  have  no  real  value  as  descriptive  of  the  action. 

15.  Trills. — The  dental  r  is  a  tongue-tip  trill,  though  often 
it  has  but  one  flap,  while  the  cerebral  y  is  an  inverted  flap  from  the 
perpendicular  to  the  horizontal  position,  but  the  murmur  of  the 
voice,  as  it  passes  over  the  tip  of  the  perpendicular  tongue,  is  an 
integral  part  of  the  sound,  as  is  also  that  of  the  flap. 

It  should  be  noted  that  we  have  three  or  four  r’s  in  common 
use  in  English.  Final  r,  as  in  are,  is  a  back  open  guttural  at 
most,  while  with  some  it  is  silent.  Initial  r,  as  in  raw,  is  a  front 
palatal  flap,  or  it  may  be  (with  the  Scotch  it  is)  a  tip  trill. 


PHONETICS. 


19 


Occasionally,  however,  initial  r  is  rounded,”  by  protruding 
the  lips.  Tongue-tied  persons  then  pronounce  words  like  wrong, 
write,  as  wong,  wite.  It  is  probable  that  this  w  in  write,  which 
we  call  "silent,”  was  formerly  pronounced  and  written  to  dis¬ 
tinguish  write  from  rite.  The  tip  trill  r  is  the  only  one  that  can 
be  used  in  Panjabi. 

16.  Nasals. — Each  of  the  6ve  stop  positions  give  us  a  corres¬ 
ponding  nasal.  When  the  closure  is  held  and  the  nasal  veil 
opened,  the  vocal  current,  reverberating  in  the  mouth  as  far 
forward  as  the  closure  will  allow,  passes  out  through  the  nasal 
chamber  and  gives  us,  corresponding  to  b,  d,  j,  d,  g,  the  nasals 
m,  n,  n,  n,  h.  The  sound  of  n  is  usually  Romanized  ny,  and 
occurs  in  canon  and  onion.  To  get  it  initially  take  the  word 
Bunyan,  whisper  the  B^l  and  say  the  nyan  aloud. 

17.  Explosives. — The  letter  p  in  English  is  usually  called  an 
explosive,  but  by  many  it  is  pronounced  like  the  Panjabi  ph. 
This  ph  and  the  th,  ch,  th,  kh  are  true  explosives.  The  breath 
pent  up  behind  the  point  of  contact  of  the  lips,  or  of  the  tongue 
and  palate  or  teeth,  rushes  out  sufficiently  to  cause  the  hand  to 
feel  a  puff  of  air,  if  it  is  held  close  to  the  mouth ;  a  slip  of 
tissue  paper  or  flock  of  cotton  thus  held  will  be  driven  away  from 
the  lips.  One  must  practise  until  the  pa,  pha,  ta,  tha,  etc.,  can 
be  given  alternately  at  will.  See  Pronunciation  Exercises. 

18.  Normal  Pose. — As  a  preliminary  to  discussing  the  vowels 
it  will  be  well  to  note  what  is  meant  by  "  normal  pose,”  "  organic 
basis,”  or  “  basis  of  articulation,”  as  it  is  variously  termed.  By 
this  we  mean  that  peculiar  form  and  tension  in  which  the  vocal 
organs  of  the  people  of  any  given  race  are  held  as  they  speak 
theirjanguage.  The  points  to  be  observed  in  determining  this 
are  whether  the  lips  are  neutral,  forward  or  retracted,  whether 
the  throat  is  kept  open  or  somewhat  shut,  and  whether  the 
organs  are  tense  or  lax. 

19.  Spreading. — This  is  the  retraction  of  the  lips  at  the 
comers,  spreading  the  mouth  and  disclosing  the  teeth.  It  helps 
to  produce  the  characteristic  tone-quality  of  Panjabi. 

20.  Tone  Placing. — Tone-quality,  sometimes  called  “  focus  ”  or 
"placing”  of  the  tone.  The  tone  appears  to  be  back  in  the 


20 


PHONKTICS. 


mouth,  nasalized,  or  forward  on  the  hard  palate  or  even  the  teeth. 
This  qualit}^  of  the  tone  depends  on  the  positions  and  tenseness 
of  the  organs.  Spreading  seems  to  carry  with  it  the  low  back 
tongue,  and  tensed  muscles  of  the  throat,  as  may  be  felt  by  ex¬ 
ternal  pressure,  and  thus  the  tone  is  brought  to  the  very  front  of 
the  mouth  and  on  the  teeth,  giving  a  ringing,  metallic  effect,  which 
in  singing  is  highly  penetrating  and  unpleasant  to  Western  ears. 

There  are  many  Americans  and  some  Britons  w'ho  carry  their 
tongues  very  high  in  their  mouths,  and  so  smother  their  articula¬ 
tion  that  one  understands  them  with  difficulty,  and  when  they 
add  to  this,  as  is  frequently  the  case,  the  nasalization  that  comes 
from  a  lowered  velum,  it  is  highly  unpleasant  to  the  cultivated 
ear.  It  is  likely  that  chronic  catarrh  tends  to  produce  a  nasal 
twang. 

The  best  focus  in  English  is  on  the  hard  palatal  arch.  This 
involves,  of  course,  as  do  all  good  tones,  a  low  back  tongue.  The 
normal  Panjabi  focus  is  against  the  upper  front  teeth,  and  this 
gives  a  voice  of  splendid  carrying  quality. 

One  of  the  best  exercises  to  secure  a  lowered  tongue,  and  the 
resulting  open  throat,  is  to  practise  yawning,  and  then  learn  to 
hold  the  throat  in  the  position  that  it  takes  just  before  the  yawn 
is  relaxed.  Phe  position  of  the  throat  preparatory  to  coughing 
is  much  the  same.  Focus  or  tone  quality  is  one  of  the  most 
essential  elements  in  audibility. 


FRONT 


BACK 


LOW 


21.  Vowel  Modifications. — These  arise  from  changesintheform 
of  the  oral  cavity,  which  are  made  by  varying  shapes  and 
tensions  of  the  organs,  as  when  the  lips  are  passive,  spread  or 
rounded,  when  the  tongue  is  highest  at  back,  mid,  front  or  tip,  or 
when  the  velum  (soft  palate)  is  neutrally  shut,  open  or  rounded. 


PHONETICS. 


21 


Further,  all  these  organs  may  be  in  a  lax  or  tense  state,  some¬ 
times  called  “  wide  ”  or  “  narrow.” 

22.  Vowel  Triangle. — If  you  open  your  mouth  widely  and  saj' 
a  §  i  (ah  ey  ee)  you  will  note  that  the  tongue  moves  forward, 
and  when  you  say  a  6  ti  (ah  o  oo)  the  opening  is  made  smaller 
and  rounder,  but  if  you  keep  your  mouth  wide  open  the  round¬ 
ing  may  be  confined  to  the  back  of  the  tongue  and  palate.  The 
short  vowels  a  e  i  o  u  are  made  with  organs  more  lax  than  they 
are  when  forming  the  corresponding  long  vowels. 

23.  Rounding. — There  are  two  kinds  of  rounding,  outer,  at 
the  lips,  and  inner,  between  the  tongue  and  soft  palate.  English 
has  both  these,  w’hile  Panjabi  is  characterised  by  inner  rounding 
alone.  If  while  saying  English  o,  one  inserts  one’s  little  fingers 
and  draw  the  lips  back  at  both  corners,  one  will  get  an  o  with 
only  inner  rounding. 

24.  Glides  and  Diphthongs.— \i  you  sa}'  the  English  vowels  o, 
oo,  as  you  look  in  the  mirror,  jmu  will  see  the  lips  move  slightly 
to  a  closer  position  at  the  end  of  the  vowels  o,  oo.  This  is 
called  the  w  glide.  At  the  end  of  the  English  ‘'long”  a  and  e, 
there  is  the  y  glide.  Perhaps  this  is  why  we  spell  day,  they, 
bow,  and  wrongly  explain  the  y  and  w  as  ”  silent.”  English 
“  long  i”  is  a  diphthong  composed  of  ah  and  i,  though  so  often 
supposed  to  be  a  simple  sound.  Jt  is  difficult  for  the  English 
tongue  to  pronounce  a  vowel  without  a  glide.  It  is  by  gliding 
from  one  vowel  position  to  another  that  we  form  diphthongs, 
the  blending  of  two  vowel  sounds  into  one. 

Panjabi  vowels  are  level,  without  final  glides,  save  the  two 
diphthongs,  u.sually  romanized  as  ai  and  au.  The  former  is 
composed  of  Panjabi  a  +  e,  both  short,  and  au  of  Panjabi  a  +  o, 
both  short.  Learn  by  imitation  of  the  teacher  and  use  of  the 
mirror  to  say  the  Panjabi  fi  6  i  5  h  without  any  glide,  and  the 
diphthongs  with  their  proper  constituents.  Some  claim  to  hear 
ai  as  if  it  were  the  sound  of  a  in  English  man,  but  it  is  really 
different. 

25.  Nasal  Vowels. — Vowels  in  Panjabi  are  nasalized  when  the 
vowel  is  pronounced  with  the  passage  into  the  nasal  chaifiberopen  ; 
the  sound  reverberating  in  the  nasal  cavity  gives  it  this  peculiar 


22 


PHONETICS. 


character.  Nasalization  forms  the  basisof  some  vital  distinctions 
in  meaning.  This  is  more  frequently  true  of  Urdu  than  Panjabi, 
but  is  true  of  both. 

The  sign  used  to  indicate  the  nasal  is  more  properly  a  wave  (a) 
over  the  vowel,  than  n,  since  the  latter  implies  that  this  “  nun 
gunna”  is  a  separable  sound,  w^hereas  it  cannot  be  produced 
apart  from  a  vowel. 

26.  Intonation. — Intonation  is  the  peculiar  melody  which 
forms  a  part  of  the  language,  and  differs  in  different  localities, 
even  though  the  language  may  be  the  same.  The  Panjabi 
intonation  is  characterized  by  a  level  and  staccato  movement  and 
the  front  focus  of  tone.  Intonation  might  be  called  the  language 
“  tune,”  and  is  more  important  than  individual  sounds.  It  is 
never  acquired  by  those  who  stud}'  after  the  ordinary  method 
of  learning  words.  It  is  only  as  one  gets  the  sentence  as  a 
whole,  intonation  and  all,  that  one  may  hope  to  acquire  this. 
Failure  to  give  the  proper  intonation  makes  the  foreigner 
always  remain  a  foreigner  in  speech,  and  his  best  efforts  in 
Panjabi  are  often  the  cause  of  the  remark,  “  We  do  not  under¬ 
stand  English.”  It  is  because  our  fellow-countrymen  retain 
the  familiar  language  tune  that  we  are  able  to  understand 
their  Panjabi  so  much  better  than  that  of  the  native,  and  because 
the  foreigner  speaks  English  to  us  with  his  own  peculiar  melody, 
we  often  fail  to  understand  his  meaning. 

27.  Articulation. — Articulation  is  the  uniting  of  consonants 
and  vowels  so  as  to  give  each  its  proper  value.  Many  students  of 
Panjabi  will  need  to  cultivate  a  better  articulation  in  Panjabi 
than  they  have  in  their  native  tongue.  A  valuable  exercise  to 
this  end  in  any  tongue  is  to  practise  reading  in  a  whisper,  so  that 
a  person  some  twenty  or  thirty  feet  distant  can  hear  with  ease. 
Rapid  repetition  of  the  letters  p,  t,  c,  t,  k,  both  forwards  and 
backwards,  will  be  of  great  assistance  in  cultivating  a  crisp,  clear 
articulation .  To  do  this  one  must  know  the  exact  point  of  contact, 
and,  for  vowel  and  consonant  art'  'dations,  the  exact  positions  of 
the  organs,  and  then  take  such  positions  clearly  and  decidedly. 

28.  Syllables. — A  syllable  is  a  measure  of  speech  determined 
by  a  single  impulse  of  the  voice.  As  a  rule  every  syllable  contains 


PHONETICS. 


23 


a  vowel.  Syllables  are  closed  when  they  end  in  a  consonant,  and 
open  when  ending  in  a  vowel.  According  to  Arabic  grammatical 
rules,  which  have  been  imposed  on  India,  every  syllable  begins 
with  a  consonant.  This  is  not  correct  in  Panjabi  where  we 
have  likh-e-a,  bar-a,  etc. 

29.  Doubled  Consonants. — While  we  have  many  double  conso¬ 
nants  in  English  spelling,  we  have  them  actually  doubled  only  in 
compound  words,  as  head-dress,  night-time,  hook-case,  where  d,  t, 
and  kare  doubled  as  we  double  them  in  Panjabi.  In  such  words 
as  ripple  and  hitting  the  pp  and  tt  are  used  to  indicate  that  the  i 
is  short.  We  ought,  however,  to  distinguish  beween  such  words 
as  holy  and  wholly,  by  doubling  the  I  of  the  latter.  The  Panjabi 
kacca  is  often  anglicised  as  “  kutoha.”  The  reason  is  that  we 
are  not  used  to  hearing  a  syllable  with  a  close  “  ch  ”  such  as  we 
have  in  kacca  and  accha.  In  other  words,  the  first  consonant 
in  such  combinations  as  pakka,  pattar,  kacca,  dabbi,  is  made  as 
the  organs  close  into  position,  and  the  second  is  made  by  a  new 
impulse,  as  they  open  for  the  succeeding  vowel.  In  such  words 
as  assi,  the  new  impulse  comes  in  while  the  continuant  s  is 
sounding,  and  this  new  impulse  forms  the  second  letter.  It  is 
probable  that  inability  to  distinguish  between  a  closed  “  ch  ”  and 
a  “  t”  leads  to  the  spelling  watch,  catch,  etc. 

30.  Recoil. — A  consonant  properly  consists  of  “  a  position,  an 
action  and  a  separation.”  This  separation  is  the  “  recoil.”  In 
such  words  as  word,  hit,  back,  ending  in  stop  consonants,  the 
organs  should  recoil  from  the  shut  position,  while  the  air  of  the 
mouth  is  at  speech  pressure.  Such  pressure  should  be  non-vocal 
andthrownoff  immediately  the  break  occurs,  or  we  may  hear  a 
disagreeable  aspiration,  or  in  such  words  as  mud,  rug,  one  occa¬ 
sionally  hears  a  final  uh,  which,  of  course,  is  to  be  avoided.  One 
should  note  the  exact  character  of  this  recoil  in  the  teacher’s 
pronunciation . 

31.  Personal  and  National  Difficulties. — Occasionally  a  person 
is  met  with  who  through  being  tongue-tied  is  unable  to  articulate 
cerebral  letters  properly.  A  slight  operation  will  cut  the  cord 
that  binds  the  tongue  and  give  it  freedom,  but  it  should  be  per¬ 
formed  by  a  surgeon.  Most  difficulties  arise  from  preconceived 


24 


PHONETICS. 


notions  of  what  the  sounds  are.  So  many  on  hearing  a  **  t,  ’ 
think  it  is  a  t,  and  that  settles  it.  To  them  an  1  is  an  1,  an  s 
is  an  8,  and  they  do  not  recognize  the  difference  between  the 
Panjabi  sounds  and  the  similar  sounds  in  English.  Almost  no 
Panjabi  letter  has  the  sound  which  it  gets  from  an  untutored 
Westerner. 

Some  English  speakers  are  accustomed  to  omit  or  slur  final  r, 
or  to  give  the  lip  rounded  r  (wr)  at  the  beginning  of  words. 
Careful  attention  to  eliminate  both  these  peculiarities  from  one  s 
Panjabi  pronunciation  will  be  required.  If  one  has  normally  a 
nasal  twang,  one  mustlearn  to  control  it,  to  produce  and  eliminate 
it  at  will.  If  one  habitually  aspirates  one’s  p’s,  t’s,  k’s,  ch’s  in 
English  one  must  get  the  ability  to  hear  the  aspiration  and 
master  the  unaspirated  sounds  as  well. 

If  anyone  finds  that  his  words  ending  in  1  are  not  understood, 
it  is  probably  because  his  final  1  sounds  like  his  final  r.  Our 
English  tendency  to  glide  on  all  our  long  vowels  must  be 
thoroughly  overcome. 

32.  Analysis  of  Sounds— It  is  of  great  imx'ortance  that  the 
suggestions  given  here  as  to  the  manner  in  which  sounds  ar^ 
formed  be  again,  and  yet  again,  reviewed,  until  perfectly  under¬ 
stood,  and  the  sounds  mastered.  An  analytic  study  of  one’s  own 
sounds  must  go  along  with  the  study  of  the  Panjabi  sounds. 
Whispering  Panjabi  sounds  will  often  lay  bare  their  secret.  Sing 
them  with  “  a,”  preceding  and  following  the  consonants  that  are 
under  investigation.  A  half-inch  stick  between  the  jaw  teeth  of 
the  teacher  will  often  assist  one  greatly  in  seeing  organic  positions. 

33 .  A  Good  i?ar.— Few  adult  foreigners  are  at  first  able  to  hear 
the  differences  between  the  Panjabi  sounds  and  their  own.  A 
good  ear  can  be  cultivated  b\^  those  born  out  of  India,  if  they 
will  take  the  trouble  to  practise  the  Pronunciation  Exercises 
at  the  end  of  the  Preface.  The  second  or  third  term  of  mission 
service  is  not  too  late  to  mend  any  defects  that  may  still 
exist.  In  training  the  ear  it  is  well  to  know  what  sound 
the  teacher  is  intending  to  make,  so  that  we  may  listen  for  that, 
for  one  so  often  hears  what  one  expects  to  hear,  even  though 
something  else  may  be  uttered. 


PHONBTICS. 


25 


34.  Gestures. — No  Panjabi  ever  speaks  if  gesticulations  will 
serve  his  purpose.  It  is  just  as  well  to  learn  and  use  these,  so 
the  student  should  observe  carefully  their  form  and  meaning. 

35.  Clicks. — The  “  smack  ”  of  a  kiss  is  used  to  stop  a  horse  in 
India,  contrary  to  thecustomin  America  where  this  sou  ad  is  used 
to  urge  on  an  animal.  In  India  they  urge  on  the  horse  by  a 
sucking  sound  with  the  tongue  in  the  top  of  the  mouth  as  for  r. 
A  sharp  explosive  suction,  made  by  drawing  the  tongue  down 
and  forward  suddenly  from  the  roof  of  the  mouth,  is  also  used 
for  driving.  There  are  others,  also,  but  these  are  a  few  to  excite 
attention  and  the  student  should  observe  and  note  any  others. 

36.  Pronunciation  Exercises,  Directions  for  Let  your 

teacher  indicate  by  pointing,  exactly  which  of  the  sounds  he 
is  about  to  make,  so  that  you  may  not  try  to  listen  for  some¬ 
thing  else.  After  you  listen  to  him  making  that  sound  and 
then  contrasting  it  with  a  similar  sound,  you  should  try  to 
imitate  him. 

As  far  as  possible  observe  carefully  the  position  of  his  lips, 
teeth,  tongue,  etc.,  while  he  speaks,  and  try  to  imitate  these. 

At  the  same  time  as  you  are  learning  the  sounds,  learn  also 
the  meaning  of  the  words  and  sentences. 

After  a  time  the  teacher  should  give  the  catch  phrases  and 
require  the  pupil  to  distinguish  which  word  was  used. 

Later  on  the  pupil  should  say  the  words,  previously  making 
out  a  list,  and  make  the  teacher  write  them  down.  He  can  then 
tell  bv  comparing  lists  whether  he  says  what  he  intends  to  say. 

These  exercises  should  be  practised  20  minutes  twice  daily  for 
six  months,  and  th«i  once  daily  till  perfection. 


PART  II.— GUIDE  TO  CONVERSATION. 


To  the  Pupil. — This  Guide  is  for  the  teacher.  Unless  he  is 
thoroughly  conversant  with  English,  it  must  be,  as  it  ought  in 
anj’^  case  to  be,  translated  into  the  teacher’s  vernacular,  Panjabi. 

To  the  Teacher. — It  has  been  definitely  settled  by  those  who 
have  studied  the  subject,  that  the  only  way  to  teach  a  language 
is  by  means  of  that  language  itself.  Hence  several  principles 
must  be  followed  :  First,  in  teaching  this  Part  II  your  method 
must  be  entirely  oral.  You  must  give  every  thing  by  word  of 
mouth,  as  a  mother  does,  when  she  repeats  and  repeats  till 
the  child  can  say  the  word.  Men  are  but  children  of  a  larger 
growth  ;  so  far  as  teaching  to  pronounce  correctly  is  concerned, 
teach  your  pupil  as  you  would  a  child  that  is  just  beginning  to 
talk.  When  we  teach  children  to  pronounce  we  try  to  get  them 
to  speak  fluently,  even  though  they  may  not  be  able  to  pronounce 
all  the  sounds  accurately.  So  you  must  teach  your  pupil  to  be 
fluent,  going  over  and  over  the  same  sentences  till  he  knows  them 
perfectly.  Of  course  you  will  give  him  a  lesson  every  day.  at 
some  other  time,  in  accuracy,  but  do  not  worry  him  by  correcting 
him  more  than  two  or  three  times  in  other  lessons  for  the  same 
mistake.  Perhaps  he  does  not  see  where  his  mistake  lies,  and  if 
you  cannot  point  it  out  to  him,  or  if  he  cannot  perceive  it  when 
you  do,  it  only  irritates  him  to  hear  you  say  a  thing  again  and 
again,  and  not  to  know  wherein  his  failure  lies. 

Second,  you  must  teach  him  to  speak  by  teaching  a  complete 
sentence,  and  repeating  this  sentence,  just  as  you  would  say  it  to 
a  child,  until  he  is  able  to  hear  it  rapidly  spoken,  and  then 
he  will  be  able  to  repeat  it  rapidly  himself.  If  he  cannot 
hear  it  when  you  say  it  rapidly,  he  cannot  repeat  it  fluently  him¬ 
self. 

Third,  Grammar,  or  use  of  correct  idioms,  is  also  to  be  taught 
in  the  same  way.  If  your  pupil  learns  correct  idioms,  so  that  he 
is  able  to  use  them,  he  will  copy  them  in  his  other  speaking,  but 
if  you  permit  him  to  learn  from  incorrect  models,  he  will  speak 


CONVERSATION. 


27 


according  to  those  incorrect  models,  and  it  will  be  his  teacher  s 
fault.  A  child  speaks  as  he  bears  his  father  and  mother  speak, 
because  their  speech  is  his  model. 

Fourth,  your  pupil  will  speak  what  he  hears  spoken.  If  you 

TEACH  HIM  TO  HEAR  and  if  he  hearscorrectlanguage,hewilluseit. 
Ifyoudonotteachhimtohear,you  are  no  teacher.  If  you  hear 
him  using  a  wrong  expression,  teach  him  the  right  one,  and  get 
him  to  repeat  it  ten,  fifty,  a  hundred  times,  till  it  is  firmly  fixed 
in  his  memory.  Never  teach  him  words  one  by  one,  always 
teach  them  as  they  occur  in  sentences.  If  you  think  he  has  a 
very  poor  memory,  that  makes  no  difference,  you  must  make  him 
repeat  till  he  cannot  forget.  Hence  this  is  Rule  IV.  Repetition 
IS  THE  secret  of  SUCCESS. 

Now  in  beginning  you  may  think  that  youmustspeak  English, 
but  no.  Begin  wdth  the  first  question  in  the  lessons,  and  say  in 
your  own  Panjabi,  What  is  this  ?  as  you  point  to  some  object,  a 
chair,  a  table,  or  a  book,  and  answer  your  own  question,  always 
in  your  own  language,  this  is  a  chair,  this  is  a  book.  When 
you  have  done  this  five  or  six  times,  then  get  him  to  point  to  the 
object  and  say.  This  is  a  chair,  this  is  a  book.  When  he  can 
say  it  readily,  let  him  answer  you,  as  you  point  to  the  table, 
and  ask,  what  is  this  ?  by  saying  to  you,  this  is  a  table.  Now 
ask  the  questions  about  the  chair,  the  book,  the  table,  and 
when  he  answers  fluently',  add  another  article,  and  ask  about 
it,  always  reviewing  the  first  familiar  words.  Ten  new  words 
are  enough  for  one  lesson,  and  count  on  it  that  in  the  next 
lesson  he  will  forget  or  mix  up  half  of  the  ten. 

Keep  a  list  of  the  words  that  you  teach  him  day  by  day,  and 
review  them  every  day  for  the  first  two  or  three  weeks.  Then 
once  in  two  weeks  have  a  review,  and  if  that  is  not  often  enough 
every  week.  No  workmustbeleftundone.  No  word  not  worth 
learning  must  be  taught,  and  every  word  worth  learning  must  be 
so  well  taught  that  it  will  come  to  mind  at  once.  Make  the  pupil 
every  now  and  then  take  the  teacher’s  place  and  ask  the  ques¬ 
tions.  While  he  is  learning  the  names  of  the  common  things 
about  the  room,  articles  of  diet,  clothing,  furniture,  of  outdoor 
life,  you  may  at  the  same  time,  and  along  with  these,  go  on  to 


28 


CONVERSATION. 


Lessons  II,  III,  etc.,  and  teach  him  ordinary  action  words  such 
as  eat,  sleep,  see,  hear,  smell,  touch,  catch,  walk,  sit,  rise,  etc., 
as  detailed  in  the  lessons. 

These  verbs  will  eventually  be  taught  in  three  tenses,  present 
past  and  future,  but  at  first  in  only  one. 

You  must  teach  the  prepositions,  the  numerals,  buying,  selling, 
giving  change,  etc.,  for  one  or  two  hours  daily.  In  fact,  you 
should  teach  him  the  language  by  action  and  by  pantomime. 

Every  day,  before  you  come  to  teach,  you  must  review  the 
word  lists  and  conversations  of  the  preceding  lessons,  as  well  as 
those  of  the  new  lesson,  so  that  3’ou  may  recall  the  words  that  are 
familiar  to  him,  and  use  them  and  them  onh'^,  and  may  know 
exactly  what  is  to  be  taught  in  the  remaining  lessons. 

Ten  new  words  daily  will  make  250  words  a  month.  In  six 
months  he  will  have  1500  words,  quite  enough  to  enable  a  man 
to  .speak  on  all  ordinary  subjects.  Of  course  he  must  get  ten, 
fifteen,  twenty  thousand  w'ords  to  be  a  learned  man  in  your 
language,  but  that  is  a  matter  of  years,  and  all  that  is  necessary 
for  him  the  first  year  is  to  be  able  to  use  these  1500  words 
in  their  various  forms  according  to  the  correct  idiom.  If  he 
does  this  he  will  be  able  not  only  to  converse  but  to  address  audi¬ 
ences. 

Never  discourage  your  pupil  by  telling  him  he  cannot  get 
a  word,  nor  be  discouraged  about  him.  He  has  learned  one 
language,  as  an  ignorant  child,  sureU’  he  can  learn  another  now 
tbathehasbeeneducated.  Learned  men  have  proved  thatwhen 
someone  is  learning  the  words  of  a  new  language,  which  at  first 
have  no  meaning  to  him,  he  will,  in  one  hour,  forget  half  of  them, 
and  over  night  he  will  forget  two-thirds  of  them.  So  j'ou  must 
expect  to  repeat  a  word  to  him  ten  times,  before  he  is  able  to  sav' 
it  once,  to  have  him  repeat  a  sentence  a  hundred  times  before  he 
can  say  it  moderately  well,  to  have  him  say  his  first  sentences  a 
thousandtimes.beforethey  will  come  fluently',  ten  thousand  times 
before  he  is  able  to  make  the  difficult  sounds  smoothly  and  well. 
In  teaching  him  pronunciation  you  must  open  your  mouth  widely 
to  show  him  how  and  where  the  sounds  are  formed.  Say'  them 
with  the  vow'el  “  a  ”  rather  than  call  them  by  name  as,  “  at,  ag, 


CONVEBSATION. 


29 


ftk  ”  rather  than  “  t6,  gain,  kaf,  ”  etc.  Some  sounds  he  will  not 
be  able  to  catch  at  first,  but  do  not  think  him  deaf.  It  is  because 
he  has  never  heard  them  before.  Whisper  these  sounds  to  him  or 
sing  them  for  him.  It  may  take  him  six  months,  or  perhaps  a 
year,  of  daily  drill  to  learn  them.  First  teach  him  to  hear  two 
similar  sounds  and  to  recognize  the  difference.  Some  people 
study  English  for  five  or  ten  years  and  cannot  say  some  of  our 
commonest  sounds.  In  twelve  months  the  student  should  be 
able  to  pronounce  all  the  Panjabi  sounds  fluently  and  correctly. 

Sometimes  when  you  are  teaching  kh,  oh,  th,  th,  ph,  and  he 
cannot  distinguish  them  from  p,  t,  t,  c,  k,  hold  a  bit  of  paper  close 
to  your  lips  and  he  will  see  the  difference.  Somehow,  in  some 
wav,  you  must  make  him  distinguish  by  the  ear,  and  at  the  same 
time  make  him  speak,  so  that  even  the  old  village  women  can 
understand  what  he  is  sajdng. 

Get  vour  pupil  to  memorise  these  sentences,  which  are  just 
what  people  use  in  talking  to  one  other.  He  should  repeat  them 
as  rapidly  as  five  syllables  a  second  and  keep  this  up  for  a 
month,  and  then  he  will  not  forget  them.  Do  all  this  carefully 
and  faithfully  day  by  day,  and  soon  people  will  say.  How  well 
this  sahib  is  progressing. 

You  must  use  words  so  that  he  knows  what  you  mean  by  them. 
Get  him  to  use  what  he  knows.  If  he  knows  something  per¬ 
fectly,  he  will  be  willing  to  use  it.  We  learn  to  talk  by  talking. 
Follow  the  old  adage,  Practice  makes  perfect. 

To  Ihc  Pupil. — Ask  your  teacher  to  say  the  sentences.  Did  you 
catch  that  long  whale  ?  Did  you  catch  that  long  wail  ?  Did 
you  catch  that  long  veil  ?  and  perhaps  he  may  appreciate  your 
difficulty  in  apprehending  some  of  the  sounds  he  gives  you. 

The  pupil  ought  to  glance  over  the  English  of  each  lesson 
beforehand  so  that  he  may  have  a  general  idea  of  what  is  to 
come  in  it. 


PART  IL— SHORT  SENTENCES. 


Lesson  I. 


What  is  this  ? 


This  is  a  table. 
This  is  a  book. 
This  is  a  chair. 
This  is  a  carpet. 
This  is  a  rug. 
This  is  a  floor. 
This  is  a  door. 
This  is  a  window. 
This  is  a  room. 
This  is  matting. 


£h  mez  e. 

Eh  kitab  e. 

Eh  kuxsi  e. 

Eh  dari  e. 

Eh  galica  e. 
Eh  farsh  e. 

Eh  buha  e. 

Eh  bari  e. 

Eh  kamra  we. 
Eh  phiihr  e. 


Eh  ki  e  ? 


The  teacher  will  ask  these  questions ;  the  pupil  should  give 
a  full  answer.  Later  on  the  pupil  may  answer  by  giving  merely 
the  name,  as  ‘  table,  ’  mez,  ‘  carpet,  ’  dari,  but  at  first,  he  must 
reply.  Eh  mez  e. 

These  things  will  probably  be  present,  but  if  at  any  time  they 
are  not,  either  pictures  or  the  names  of  the  articles,  written  on 
cardboard  slips,  must  be  used,  and  the  teacher  can  point  as  he 
asks  the  question. 

Ten  new  words  are  enough  for  one  lesson,  yet  Lesson  t  is 
not  to  be  finished  before  II  is  taken  up  ;  it  is  rather  to  be  carried 
on  at  the  same  time.  These  listsarenot  exhaustive,  and  anything 
missing  may  be  added,  only  see  to  it  that  each  list  is  kept  and 
practised  until  perfection  is  attained. 


lAst  2.  Dish,  plate,  knife, 
spoon,  fork,  cup,  glass,  water, 
tea,  coffee. 

List  3.  House,  verandah, 
dining-room,  bed-room,  bath¬ 
room,  ofl&ce,  drawing-room, 
pantry,  kitchen,  store-room. 


Fihrist  2.  Dis,  plet,  churi, 
cammac,  kanta,  piala,  gilas, 
pani,  oah,  kafi. 

Fihrist  3.  Ghar,  baranda, 
khana-kamra,  saiina-kamra, 
gusl-l^ana,  daftar,  gol-kam- 
ra,  b5tal-khana,  boaroi-^a- 
na,  gudam. 


PANJABI  grammar. 


31 


List  4.  Bread,  butter,  meat, 
rice,  fruit,  peas,  vegetables, 
potatoes,  onions,  chicken,  por¬ 
ridge. 

List  5.  Sugar,  salt,  black 
pepper,  red  pepper,  sauce, 
vinegar,  gravy,  soup,  curry, 
walnuts,  sweets,  rice  cooked  in 
milk. 

List  6.  Paper,  ink,  pen, post, 
newspaper,  pencil,  letter,  post 
office,  postman,  stamp. 

List?.  Couch,  curtain,  wall, 
book-case,  cup- board,  box, lug¬ 
gage,  bedding,  handbag. 

Lists.  Broom, duster, shov¬ 
el,  tongs,  brush,  hat,  clothes, 
dress,  coat,  shoes. 

List  9.  Train, station, ticket, 
carriage,  fare,  railway,  porter, 
guard ,  engine,  luggage-van, 
booking-clerk,“class, ’’luggage- 
receipt. 

List  10.  Hand,  foot,  nose, 
mouth,  eye,  ear,  head,  arm, 
face,  leg,  finger,  toe  right,  left. 

List  11.  Hair,  beard,  mous¬ 
tache,  elbow,  knee,  ankle,  joint, 
back,brea8t,  shoulder,  stomach, 
waist. 

List  12.  Man,  woman,  child, 
boy,  girl,  horse,  mare,  colt,  cow, 
calf,  ox. 

List  13.  Donkey,  buffalo, 
mule,  camel .  sheep,  cart,  buggy. 


Fihrist  4.  Boti,  makkhan, 
mas,  card,  phal,  matar, 
sabzi,  aln,  gandiie,  kukkri, 
daliya. 

Fihrist  o.  Khan(^  lun,  kali, 
marc,  lal  marc,  chatni, 
sirka,  grebi,  shuruia,  kari, 
akhrot,  mithai,  khir; 

Fihrist  6 .  Kagaz,  f^iahi,  par, 
dak,  akhbar,  pinsal,  citthi, 
dak-khana,  dak-wa^a,  tikat. 

Fihrist  7.  manji  par  da, 
kandh,  almari,  almari,  bakas, 
asbab,  bistra,  thaili. 

Fihrist  8.  Jharu,  jharan, 
karch,  ucca,  burs,  topi,  kapre 
(^es,  kot,  jutti. 

Fihrist  9.  Gaddi,  steshan, 
tikat,  gad(p,  karaya,  lain, 
kuli,  gad,  inan,  brek,  tika^ 
wala-babu,  darja,  bilti. 

Fihrist  10.  Hatth,  pair, 
nakk,  mffh,  akkh,  kann,  sir, 
bSh,  mffh,  latt,  uhgal,  uhga^ 
sajja,  khabba. 

Fihrist  11.  Wal,  darhi, 
mucohS,  arak,  godda,  gittft, 
jdr,  kand,  hikk,  mondba, 
(^d(Ui,  lakk. 

Fihrist  12.  Jana,  janani, 
bacoa,  munda,  kuri,  ghSra, 
ghori,  wachera,  gS,  waocha, 
dhagga. 

Fihrist  13.  Khdta,  majjh, 
khaocar,  hth,  bhSddi,  gadda. 


32 


PANJABI  OBAMMAR. 


coolie,  wood,  stone,  coal,  city, 
charcoal,  shop. 

Listl4.  Sheet, handkerchief, 
towel,pillow-case,blanket,mat- 
tress,  pillow,  shirt,  undershirt, 
drawers,  waistcoat,  trousers, 
flannel,  nightclothes,  table¬ 
cloth,  napkin,  tray-cloth,  cuffs, 
collar,  skirt. 

List  15.  Servant,  cook,  scul¬ 
lion,  water-man,  groom,  gar¬ 
dener,  sweeper,  table-servant, 
coachman,  watchman,  carpen¬ 
ter,  blacksmith,  pedlar. 

List  16.  Stable,  cow-stable, 
garden,  road,  thatch,  keys, 
organ  (piano),  picture,  flowers, 
flower-pot,  roof. 


bagghi,  kull,  lakkar,  patthar, 
patthar  da  kdla,  shahr,  kdla, 
hatti. 

Fihrist  14.  Falahg  dl  oadar, 
ramal,  taulla,  takle-da 
uchar,  kambal,  g  a  d  3 1  a, 
takla,  kamiz,  banain,  draz, 
phutflhi,  patltlq,,  falalain, 
rat-d§-kapr3,  mSz-dl-oadar, 
mSz-da-taulia,  tr31>dI-oadar, 
kafS,  kalar,  saya. 

Fihrist  15.  Naukar,  khan- 
sama,  mas&lcl,  mashki,  sahis» 
mall,  mehtar,  khidmatgar, 
sablSi  oaukldar,  tarUan, 
luhar,  bakas-wala. 

Fihrist  16.  Astabal,  knrh, 
bag,  sarak,  ohappar,  kunjlS, 
waja,  taswir,  phull,  gamlft, 
chatt. 


Lesson  II. 


Teacher,  holding  up  a  book, 
says,  What  is  this  ?  Say, 
This  is  a  book. 

Pupil.  This  is  a  book. 

T.  That’s  right.  Give  me 
the  book.  I  take  the  book  from 
you. 

T.  I  give  you  the  book. 
Now  put  the  book  on  the  table. 

P.  I  take  the  book  from  you. 
Now  1  put  it  on  the  table. 

T.,  as  he  .successively  holds 
up  pen,  ink,  pencil,  and  paper, 
asks.  What  is  this  ? 


Munshi.  ki  e  ?  Akh5, 
eh  katab  e. 

Sahb.  £h  katab  e. 

M.  Thik  e,  katab  mend 
deho.  Mai  tuhadde  kdld 
katab  lainna  wS. 

M.  Mai  tuhanft  katSb 
denna  wi.  Hun  mSz  utte 
rakkho. 

S.  Mai  tuhadde  k5}S  ka¬ 
tab  lainna  wi.  Hub 
utte  rakkhna  wi. 

M.  lih  kl  e  P  Kalam,  shia- 
hi,  pinsal,  kagat. 


PANJABI  GRAMMAR. 


33 


P.  This  is  a  pen,  ink,  paper, 
pencil. 

T.  Give  me  the  pen.  That 
is  rignt  (as  the  pupil  hands  it). 
Now  give  me  the  paper,  the 
book,  the  ink,  the  pencil. 

P.  says  with  each,  I  give  you 
the  pen,  etc. 

T .  Where  is  the  book  1 
Say,  The  book  is  on  the  table. 

P.  The  book  is  on  the  table. 
T.  •'  Where  is  the  pen  ? 

P.  The  pen  is  on  the  table . 
T.  Where  is  the  ink  ? 

P.  The  ink  is  on  the  book. 
T.  Where  is  the  paper  ? 

P.  The  paper  is  on  the 
table. 

T.  (putting  it  on  the  chair), 
Where  is  the  pen  now  ? 

P.  The  pen  |is  now  on  the 
chair. 

T.  And  now  ? 

P.  Now  it’s  on  the  carpet. 
T.  Where  is  the  table  ? 

P.  The  table  is  on  the 
carpet 

T.  Where  is  the  carpet  ? 

P.  The  carpet  is  on  the 
floor. 

T.  Where  is  the  ink  ?  Now 
where  ? 

P.  The  ink  is  on  the  chair 
(the  carpet,  the  floor,  the 
table). 

T.  Where  is  the  pencil  ? 
Where  is  the  paper  ? 

3 


8.  £h  kalame,  shiahi,  pin- 
sal,  kagat. 

M.  Mend  kalam  deho. 
Thik  e  Hun  kagat  deho, 
katab,  shiahl,  pinsal. 

8.  Mai  tuhanu  dSnna  wi. 

M.  Katab  kitthe  we? 
Akho,  Katab  mez  utte  we. 

8.  Katab  mez  utte  we. 

M..  Kalam  kitthe  we  P 
8.  Kalam  mez  utte  we. 

M.  Shiahl  kitthe  we  ? 

8.  ShiS-hi  katab  utte  we. 

M ,  Kagat  kitthe  we  ? 

8.  Kagat  mez  te  we. 

M.  Kalam  hun  kitthe  we. 

8.  Kalam  hun  kursi  te  w» 

M.  Te  hun  kitthe  ? 

8.  Hun  dari  te  we. 

M.  Mez  kitthe  we  ? 

8.  MSz  dari  te  we. 

M.  Dari  kitthe  we  P 
8.  Dari  farsh  utte  we. 

M.  Shiahi  kitthe  we  P 
Hup  kitthe  P 

8.  Shiahi  kursi  te  we 
(daid,  farsh,  m3z). 

M.  Pinsal  kitthe  we  P  Ka¬ 
gat  kitthe  we  P 


34 


PANJABI  GKAMMAB. 


P.  The  pencil  is  on  the 
table.  The  paper  is  too. 

T.  Where  are  the  paper  and 
pencil  ? 

P.  The  paper  and  pencil  are 
on  the  table. 

T.  Where  are  the  pen  and 
ink  (bottle)  ? 

P.  The  pen  and  ink  ( bottle) 
are  on  the  table. 


S.  Finsal  mez  te  we.  Ka- 
gat  wi  mez  te  we. 

M.  Pinsal  te  kagat  kitthe 
n§  ? 

S.  Pinsal  te  kagat  mez  te 
n§. 

M.  Kalam  dawat  kitthe 
we  ? 

8.  Kalam  dawat  mez  t  e 


we. 

The  teacher  and  pupil  should  exchange  places,  and  the  pupil 
should  ask  the  questions. 


Lesson  III. 

Teacher.  Where  is  the  chair  Munshi.  Kursi  kitthe  we 
(table,  door,  window,  pen,  car-  (mez,  bhha,  darl,  bari, 
pet,  hat,  rug,  etc.,  etc.)?  kalam,  topi,  galica)  ? 

Pupil.  This  is  the  chair,  Sahb.  Eh  kursi  e. 
etc.  (pointing  to  each  article  in  turn  as  the  question  is  asked). 

It  is  one  great  point  of  the  teaching  to  get  the  pupil  to  under¬ 
stand  when  he  is  spoken  to  as  rapidly  as  Panjabis  speak  to  one 
another.  Hence  the  pupil  must  be  asked  the  questions  until  he 
can  answer  very  rapidly,  just  as  fast  as  the  teacher  can  ask.  It 
will  need  a  great  many  reviews  to  attain  this  end,  but  it  is 
imperative  that  it  should  be  attained. 

The  teacher  should  prepare  these  lessons  for  teaching,  since, 
although  they  are  easy,  it  is  not  easy  to  teach  them  properly. 


Lesson  IV. 


Teacher.  Do  you  know  what 
this  is  ? 

Pupil.  A  chair. 

T.  Say:  Yes,  I  know. 
It  is  a  chair. 

P .  Yes,  I  know.  It  is 
a  chair. 


Munshi.  Tuhantl  pata  e 
pal  eh  ki  e  ? 

Sahb.  Kursi  e. 

M.  Akho,  aho  menti  pata 
e,  gh  kursi  e. 

8.  Aho,  menS  pata  e,  eh 
kursi  e. 


PANJABI  GRAMMAR. 


35 


T.  Do  you  know  what  this 
is  ?  Say,  Yes  I  know. 

P,  Yes,  I  know.  It  is  a 
book. 

T.  Madam,  do  you  know 
what  this  is  ? 

P.  Yes  I  know.  It  is  a 
pen. 


M.  Tuhanft  pata  e  pal 
eh  ki  e  ?  Akho,  aho,  pata  e. 
8.  Aho  pata  e.  £h  kitab 

e. 

M.  Memsahb,  tuhantl  pata 
e  pal  eh  ki  e  ? 

8.  Aho  pata  e.  Eh 
kalame. 


T.,  in  like  manner,  should  ask  about  the  other  articles  in  the 
room,  and  require  a  complete  answer  from  the  pupil ;  then  get 
the  pupil  to  ask  about  the  same  articles. 


T,  Do  you  know  Panjabi  ? 

P.  No,  I  do  not  know  Pan¬ 
jabi.  I  know  English. 

T.  Do  you  speak  English  ? 
Say,  I  speak  English. 

P.  I  speak  English. 

T.  You  understand  Panjabi 
don’t  you  ? 

P.  No,  I  do  not  understand 
Panjabi  well. 

T.  Say  it  again.  Did  you 
understand  the  thing  ? 

P,  I  did  not  understand. 

T.  Say  again,  I  do  not  un¬ 
derstand  very  well. 

P.  I  do  not  understand  very 
well. 

T.  Well  done.  Now  you 
understand. 

P.  Yes,  I  understand. 

T.  Do  you  know  Persian  ? 

P.  No,  I  do  not. 


M.  Tuhantl  Panjabi  aun- 
di  e  ? 

8.  Nehl,  menh  Panjabi 
nehl  aundi.  Menh  Ahgrezi 
aundi  e. 

M .  Ahgrezi  bol  sakde  o  ? 
Akho,  Ahgrezi  b51  sakna 
wS, 

8.  Ahgrgzi  bol  sakna  wa. 

M.  Tusi  Panjabi  samjhde 
o  na  ? 

8.  Nehl,  mai  cahgi  tarhs 
nehl  samjhda. 

M.  Pher  akho;  gall  sa- 
majh  lei  e  ? 

8.  Nehl  samjhi. 

M.  Pher  akh5,  mai  cahgi 
tarht  nehl  samjhda. 

8.  Mai  cahgi  tarha  nehi 
samjhda. 

M.  Shabashi.  Hun  ta  sa- 
majh  ai. 

8.  Aho  mainh  samajh  ai. 

M.  Tuhanfi  Farsi  aundi  e? 

8.  Nehi,  nehl  aundi. 


36 


PANJABI  OBAMMAR. 


Lesson  V. 


1.  T.  (Holding  a  book.) 

What  is  this  ?  P.  A 
book. 

2.  T.  (Putting  it  on  the 

table.)  Where  is  the 
book  ?  P.  The  book  is 
on  the  table. 

3.  T.  Where  is  the  table  ? 

P.  The  table  is  in  the 
room. 

4.  T.  What  is  the  table  on  ? 

P.  The  table  is  on  the 
carpet. 

5.  T.  Well  done !  Now 

where  is  the  carpet  ?  P. 
The  carpet  is  on  the 
floor. 

6.  T.  Right  again,  where  is 

the  door  ?  P.  The  door 
is  in  the  wall. 

7.  T.  What  is  this?  (hold¬ 

ing  his  hat) .  P.  That 
is  a  hat. 

8.  T.  What  is  this  ?  (hold¬ 

ing  his  watch).  P.  That 
is  a  watch. 

9.  T  Where  is  the  watch  ? 

(putting  it  on  the  hat). 
P.  The  watch  is  on  the 
hat. 

10.  T.  Sir,  give  me  the  book. 

P.  Sir,  I  take  the  book 
and  give  it  to  you. 

11.  T.  Take  the  book  and 

put  it  on  the  table.  P. 
1  take  the  book  and  pot 
it  on  the  table. 


1.  M.  Shkle?  S',  Katilbe. 

2.  M.  Katab  kitthe  we  P 

8.  Katab  m€z  utte  we. 

3.  M.  Mez  kitthe  we  ?  8. 

Mez  kothe  wico  e. 

4.  M.  Mez  kah  de  utte 

we  ?  8.  M3z  dari  utte 
we. 

u.  M .  Bauht  thlk  e.  Acoha, 
dari  kitthe  e  ?  8. 

Dari  farsh  utte  e. 

6.  M.  fih  wi  thlk  e. 

Btlha  kitthe  e  ?  8. 

Bhha  kandh  wicc  e. 

7.  M.  Eh  ki  e?  8.  Oh 

tdpi  e. 

8.  M.  Eh  ki  e  ?  S.  Oh 

ghari  e. 

9.  M .  Ghari  kitth@  we  P 

8.  Ghari  Wpi  uttS  we. 

10.  M.  Sahbji,men£l  katab 

deho.  8.  Munshi  ji, 
mai  katab  laike  tuhand 
dSnna  wa. 

11.  M.  Katab  nfl  laike  m6z 

utte  rakkho.  8.  Mai 
katab  laike  m@z  uttS 
rakhna  wi. 


PANJABI  GRAMMAR. 


37 


12.  T.  Take  it  from  the  table 

and  put  it  on  the  chair. 
P.  I  take  it  from  the 
table  and  put  it  on  the 
chair. 

13.  T.  Madam^  you  take  the 

book  from  the  chair  and 
put  it  on  the  table.  P. 
I  take  the  book  from  the 
chair  and  put  it  on  the 
table. 

14.  T.  Madam,  give  the  book 

to  me,  then  take  the  book 
from  me  and  give  it  to 
him.  P.  I  take  the 
book  from  you  and  give 
it  to  him 

15.  T.  Sir,  come  here  and 

take  the  book  and  put  it 
on  the  bookcase.  P.  I 
put  it  on  the  bookcase. 

16.  T.  Sir,  give  me  the  pen 

and  ink.  P.  I  give  you 
the  pen  and  ink. 

17.  T .  I  now  put  the  book 

on  the  floor.  Where  is 
it?  P.  It  is  on  the 
floor. 

18.  T.  I  put  it  on  the  table 

and  I  put  the  paper 
under  the  book.  Where 
is  the  paper  ?  P.  It  is 
under  the  book. 

19.  T.  (As  he  puts  the  pen 

under  the  book.)  Where 


12.  M.  Ohnfl  mez  to  laike 

kursi  te  rakkhc.  S. 
Mai  ohnfl  mez  tS  laike 
kursi  te  rakhna  wS. 

13.  M .  Miss  Sahb  ji,  katab 

nft  kursi  t6  laike  mez 
utte  rakkh  deho.  8. 
Mai  katab  nfl  kursi  t6 
laike  mez  utte  rakhni 
3. 

14.  M.  Miss  Sahb  ji,  menfl 

katab  deho,  pher  mere 
k61§  laike  ohnfl  deho. 
8.  Mai  tuhadde  kold 
katab  laike  ohnfl  denni 
S. 

15.  M.  Sahb  ji,  etthe  ake 

katab  lao  te  almari 
te  rakkho.  8.  Mai 
ohnfl  almari  utte  rakh¬ 
na  wa. 

16.  M.  Sahb  ji,  mSnfl 

kalam  te  shiahi  deho. 
8.  Mai  ji  tuhanfl  kalam 
te  shiahi  denna  wt. 

17.  M.  Hunmaikafcabfarsh 

te  rakhna  wa.  Kit- 
the  we  ?  8.  Parsh 
te  we. 

18.  M.  Mai  ohnfl  mez  te 

rakhna  wS,  te  katab 
heth  kagat  rakhna  wa, 
kagat  kitthe  we  ?  8. 

kagat  katab  heth  e. 

19.  M.  Kalam  kitthe  we? 

8.  Kalam  katab  heth 


38 


PANJABI  GRAMMAR. 


is  the  pen  ?  P.  The  pen  e.  (Mez,  dari,  bari, 

is  under  the  book.  buha,  topi,  ghari.) 

(Table,  carpet,  window, 
door,  hat,  watch,  etc.) 


Lesson 

1.  T.  Sir,  give  the  book  to 

Hira.  P.  I  give  the 
book  to  Hira. 

2.  T.  Take  the  book  from 

Hira  and  put  it  on  the 
chair,  then  under  the 
chair.  P.  I  take  the 
book  from  him  and  put 
it  on  the  chair,  now 
under  it. 

3.  T .  Where  is  the  book  ? 

P.  It  is  under  the 

chair. 

4.  T.  Pu|;  the  book  in  the 

bookcase.  P  I  put 
the  book  in  the  book¬ 
case. 

5.  T.  Put  the  paper  in  the 

book.  P.  does  so. 

T.  Now  put  it  under 
the  book. 

6.  T.  Where  is  the  book? 

P.  I  put  it  in  the 

bookcase. 

7.  T.  Where  is  the  paper  ? 

P.  It  is  under  the 

book. 

8.  T.  Give  me  the  pen  and 


VI. 

1.  M.  S  abb  ji,  katab  Hire 

nft  deho.  8.  Mai 
katab  Hire  nS.  denna 
wa. 

2.  M.  Hire  k6l5  katab 

laike  kursi  utte 

rakkho,  pher  kursi 
heth  rakkho  8. 

Mai  ohde  kol5  katab 
laike  kursi  utte 

rakkhna  w3  te  bun 
kursi  heth  rakkh¬ 
na  wa. 

3.  M.  Katab  kitthe  we  ? 

8.  Kursi  de  heth  e. 


4. 

M .  Katab  nft 

almari 

wicc  dharo.  8 

Mai 

5hnft  almari 

wicc 

dharna  wS. 

5. 

Kagat  katab 

wicc 

rakkho ;  hun  katab  de 
heth  rakkho. 

G.  M.  Katab  kitthe  we  ? 
8.  Mai  ohnft  almari 
wicc  dharea  si. 

7.  M.  Kagat  kitthe  we? 

8.  Katab  heth  e. 

8.  M.  Menft  kalam  dawat 


P4NJAB1 


GRAMMAR. 


39 


ink  and  put  the  paper 
on  the  chair.  P.  Very 
well. 

9.  T.  What  is  this  ?  P . 
It  is  a  book. 

10.  T.  Right,  and  what  is 

this  ?  P.  A  book. 

11.  T.  That  is  right,  two 

books,  one  and  one 
make  two.  Two  books 
and  one  book  make 
three  b(  oks.  Here  are 
three  books.  What  are 
these  ?  P.  These  are 
books,  three  books. 

12.  T.  This  is  a  chair. 

These  are  two  chairs, 
these  are  three  chairs. 
What  are  these ;  P. 
These  are  chairs. 

13.  T.  One  table,  two  tables, 

three  tables.  How  do 
we  say  it  ?  P.  We  saj^ 
one  table,  two  tables, 
three  tables. 

14.  T.  (As  he  points  to  the 

chair.)  What  do  we 
say  ?  P.  One  chair, 
two  chairs,  three  chairs. 

15.  T.  Pointing  to  his  hat. 

What  do  we  say  ?  P. 
One  hat,  two  hats, 
three  hats. 

IG.  T.  One  watch,  two 
watches,  three  watches. 


deho,  te  kagat  nS 
kursi  utte  rakkho.  8. 
Cahga.  (Hala  ji !) 
(Haccha) 

9.  M.  Eh  ki  e  ?  8.  Ka- 

tab  e. 

10.  M.  Thik  e,  ji,  te  ah  ki 

a  ?  8.  Katab. 

11.  M.  Thik  e,  do  katabS. 

Ikk  te  ikk  do.  Do 
kataba  te  ikk  katab 
trai  katabt  hoia.  Ah 
wekha  trai  katabt 
nS.  Eh  ki  n§  ?  8. 
Eh  katabt  nl,  trai 
katabt. 

12.  M.  Eh  kursi  e,  eh  do 

kursit  ne.  Eh  trai 
kursit  nl.  Eh  ki  nl  ? 
8.  Eh  kursit  nl. 

13.  M.  Ikk  mez,  do  mez, 

trai  mez.  Asi  kis 
tarht  ahnne  t  ?  8. 

Asi  ahnne  t  ikk  mez, 
do  mez,  trai  mez. 

14.  M.  Asi  ki  ahnne  t  ? 

8.  Ikk  kursi,  do  kur¬ 
sit,  trai  kursit. 

15.  M.  As!  ki  a^ne  t  ? 

Ikk  topi,  do  topiS, 
trai  topit.  8.  Ikk 
t5pi,  do  topit,  trai 
topis. 

16.  A/.  Ikkghari,dogharit, 

trai  gharia.  8.  Asi 


40 


PANJABI 


GRAMMAR. 


P.  We  say  one  watch^ 
two  watches,  three 
watches. 

17.  T.  This  is  one  book, 

there  is  another.  This 
is  large,  that  is  small. 

18.  P.  Where  is  the  large 

book  ?  T .  This  is  the 
small  book.  So  with 
chairs,  watches,  tables. 
Also  with  other  adjec- 


akhne  a  ikk  ghari,  do 
ghariS,  trai  gharia. 

17.  M.  Eh  ikk  katab  e,  eh 

hor  katab  e.  Eh 
waddi  e,  5h  nikki  e. 

18.  S.  Waddi  katab  kitthe 

we.  M.  Nikki  ka¬ 


tab  eh  we.  (kursi, 
ghari,  mez,  cahga, 
mara,  wadda,  nikka.) 
tives  good,  bad,  big,  little,  and  other  nouns  to  show  the  use  of 
the  adjective  with  the  noun. 


Lesson 

1.  T.  What  is  this  ?  P. 

A  chair. 

2.  T.  (Ashe  seats  himself.) 

I  sit  on  the  chair,  say 
"  The  teacher  is  sitting 
on  the  chair.”  P.  The 
teacher  is  sitting  on  the 
chair. 

3.  T.  Who  is  sitting  on 

that  chair  (pointing 
to  the  one  on  which  the 
Pupil  is  seated).  P.  I 
am  sitting  on  this  chair. 

4.  T.  What  is  Madam  sit¬ 

ting  on  ?  P.  Madam 
is  sitting  on  a  chair. 

5.  T.  What  are  we  all  sit¬ 

ting  on  ?  P.  We  are 
all  sitting  on  chairs. 

6.  T.  Sir,  what  are  you 


VII. 

1.  M.  Ehkie?  S.  Kursi. 

2.  M.  Mai  kursi  te  baih 

janna,  akho  munshi 
kursi  te  baitha  e.  S. 
Munshi  kursi  te  bai¬ 
tha  e. 

3.  M.  Os  kursi  te  kaun 

baitha  e  ?  Es  kursi  te 
mai  baitha  wS. 

4.  M.  Miss  sahb  kahde 

te  baithe  ni.  S'.  Miss 
sahb  kursi  te  baithe 
ng. 

5.  -li.  Asi  sare  kahde  te 

baithe  S.  S’.  Asi 
sare  kursiS  te  baithe 

E. 

d.  i¥.  Sahb  ji  tusi  kahde 


PANJABI  GRAMMAR. 


41 


sitting  on  ?  P.  I  am 
sitting  on  a  chair. 

7.  T.  What  is  the  gentle¬ 

man  sitting  on  ?  P. 
He  is  sitting  on  a 
chair. 

8.  T.  Who  is  sitting  on 

that  chair  ?  P.  Madam 
is  sitting  on  that  chair. 

9.  T.  (As  he  rises)  I  rise 

from  my  chair,  now  I 
sit  down,  what  do  I  do  ? 
P.  Teacher  rises  from 
his  chair.  Teacher  sits 
down  on  his  chair. 

10.  P.  You  rise.  T.  1  rise 

from  my  chair.  P. 
Sit  down.  T.  I  sit 
down  on  my  chair. 

11.  P.  Rise  and  take  the 

book.  T.  1  rise  and 
take  the  book. 

12.  P.  Give  it  to  Madam 

and  sit  down.  T.  I 
give  it  to  Madam  and 
sit  down. 

13.  T .  Is  this  a  Panjabi  or 

an  English  Book  ?  P. 
It  is  an  English  book. 

14.  T.  Is  it  a  big  or  a  little 

book  'i  P.  It  is  a 
little  book. 

16.  1'.  Is  it  a  good  book  ? 

P.  Yes,  it  is  a  good 
book. 


te  baithe  o.  S.  Mai 
kursi  te  baitha  wS. 

7.  M.  Sahb  kahde  te 

baithe  nl.  S.  Kursi 
te  baithe  n§. 

8.  M.  Os  kursi  te  kaun 

baitha  e  ?  S.  Os 
kursi  te  Miss  sahb 
baithe  n§. 

9.  M.  Mai  kursi  tS  utthna 

wt,  hun  mai  baih 
jannS.  Mai  ki  karna 
wS  ?  S.  Munshi  hori 
kursi  t5  utthde  ne, 
munshi  hori  kursi  te 
baihjandeni.  (Gram¬ 
mar  p.  27.) 

10.  S.  Tusiuttho.  M.  Mai 

kursi  te  utGina  wa. 
S.  Baihjao.  .1/.  Mai 
kursi  te  baih  jannS. 

11.  S.  Utthke  katab  lellao. 

31.  Mai  utGike  katab 
lellainna  wa. 

12.  S.  Miss  sahb  nft  de  de5 

te  baih  jao.  31.  Mai 
ohna  nft  denna  wS 
te  baih  janna  wS. 

13.  31.  Eh  Panjabi  katab 

e  ke  Aiigrezi  ?  >S. 

Ahgrezi  katab  e. 

14.  -li.  Waddi  katab  e  ke 

nikki.  Nikki  ka¬ 

tab  e. 

15.  .1/.  Cahgi  katab  e? 

■S'.  Aho,  cahgi  katab 

e. 


42 

PANJABI 

GBAMMAR. 

16. 

T.  Is  that  a  bad  book  ? 

16. 

M.  Oh  bhairi  katab  e  ? 

P.  No  it  is  not  a  bad 

8.  Nehi,  bhain  katab 

book,  it  is  a  good  book. 

neh!,  oahgi  katab  e. 

17. 

T.  Is  this  a  good  watch  ? 

17. 

M.  Eh  oahgi  gha^*!  eP 

P.  No,  it  is  not  a  very 

8.  Eeh),  bauht  oahgi 

good  w'atch. 

ghari  neh!. 

18. 

T.  Is  this  a  good  chair  ? 

18. 

M.  &h  oahgi  kursi  eP 

P.  Yes,  it  is  a  good 

8.  Ahd  oahgi  kursi 

chair. 

e. 

19. 

T.  Is  this  a  good  table  ? 

19. 

M.  Eh  oahgi.  mez  eP 

P.  Yes,  it  is  a  good 

8.  Ahd,  oahga  mdz  e. 

table. 

The  teacher  should  get  the  pupil  to  ask  a  lot  of  these  ques* 
tions  and  see  to  it  that  he  is  able  to  ask  as  well  as  to  answer. 


Lesson  Vlll. 


1.  T.  I  am  sitting  on  my 

chair.  Who  is  sitting 
on  that  chair  ?  P.  1 
am  sitting  on  this  chair. 

2.  T.  Say  we  are  sitting 

on  our  chairs.  P.  We 
are  sitting  on  our 
chairs. 

3.  T.  You  are  sitting  on 

your  chair.  P.  You 
are  sitting  on  ^^our 
chair. 

4.  T.  He  is  sitting  on  his 

chair  P.  Yes,  he  is 
sitting  on  his  chair. 

5.  T.  (Pointing  to  the 

lady.)  She  is  sitting 
on  her  chair.  P.  Yes, 
she  is  .sitting  on  her 
chair. 


1.  M.  Mai  apni  kursi  to 

baitha  wS.  6s  kuiel 
te  kaun  baitha  3  ?  8. 
Es  kursi  te  mal  baithS. 
wS. 

2.  M.  Akho  as!  apnii  kur- 

si§  te  baithe  S.  8. 
Asl  apnit  kursit  te 
baithe  t. 

3.  M.  Tusi  apni  kursi  te 

baithe  5.  8.  TusI 

apni  kursi  te  baithe  5. 

4.  M.  Oh  apni  kursi  te 

baithe  nl.  8.  Ahd 
oh  apni  kursi  te 
baithe  ne. 

5.  M.  Oh  apni  kursi  te 

baithe  n3.  8.  Ahd 

dh  apni  kiursl  te 
baithe  ne. 


PANJABI  GBAMMAB. 


43 


6. 


7. 


8. 


9. 


10. 


11. 


12. 


T.  They  are  sitting  on  6. 
their  chairs.  P.  Yes, 
they  are  sitting  on  their 
chairs. 

T.  You  are  sitting  on  7. 
your  chair.  P.  Yes, 
you  are  sitting  on  your 
chair.  The  pupil 


M.  Oh  apnii  kursli  te 
baithe  n§.  8.  Aho, 

oh  apniS  kursli  te 
baithe  ni. 

M.  TusI  apnl  kursl  te 
baithe  5.  8.  Ahd 

tusi  apnl  k  lursl  te 
baithe  5. 


should  be  able  to  say  this  conjugation  easily  and  readily. 

7'.  I  rise  from  my  chair  6. 
and  go  to  the  door. 

Now  you  say  it.  P.  I 
rise  from  m3'  chair  and 
go  to  the  door. 


M.  Mai  kmrsl  t8  utth- 
ke  buhe  tlkar  (or 
wall)  janna  wi.  Hun 
tus!  akh5.  8.  Mai 
kursl  to  utthke  bhhe 


T.  I  open  and  shut  the  9. 
door  and  go  and  sit 
down  on  my  chair. 

You  say  it.  P.  I  open 
and  shut  the  door  and 
go  and  sit  down  on  my 
chair. 

T.  I  take  a  book  from  10. 
the  table  and  put  it  on 
the  chair.  P.  I  take 
a  book  and  put  it  on  the 
chair. 

T.  I  see  a  book.  Do  you 
see  it  1  P.  Yes,  I  see 
it,  it  is  a  Panjabi  book. 

T.  (Pointing  to  the 
table.)  Say  1  see  the 
table.  P.  I  see  the 
table. 


tikar  (or  wall)  janna 
wS. 

M.  Mai  buha  lahk3 
marna  wS,  t§  kursl  te 
jake  baih  janna  w§. 
Tusi  akho.  8.  Mai 
buha  lahke  mama 
wS,  t@  kursl  te  jake 
baih  janna  wa. 

M.  Mai  mez  t8  katab 
laike  kursl  te  rakkh- 
na  wa.  8.  Mai  mez 
tb  katab  laike  kursl  te 
rakkhna  wt. 

11.  M.  Mai  ikk  katab 

wekhna  wS.  Tust  oh 
katab  wekhde  6P  8. 
Aho  wekhna  wa,  Pan¬ 
jabi  katab  e. 

12.  M.  Akho,  ma!  mez  nd 

wehnna  wS.  8.  Mai 
mez  nh  wehnna  wS. 


44 


PANJABI  GRAMMAR. 


13. 

T.  Now  this  (pointing  to 

13.  M.  Hun  gh.  S.  Ma! 

the  chair).  P.  I  see 
the  chair. 

kursi  nfl  wehnna  wS. 

T.  Now  this  (pointing  to 

M.  Hun  eh  S.  Mai 

the  rug) .  P.  I  see  the 

galica  wehnna 

rug. 

wa. 

14. 

T.  And  this,  and  this, 

14.  M.  Te  eh,  te  eh,  (buha 

(as  he  points  to  the 
door,  window,  watch, 
hat,  etc.). 

bari,  ghari,  topi.) 

Lesson  IX. 


The  teacher  will  get  the  following  articles  and  so  drill  on 
them  that  the  pupil  cannot  fail  to  remember  the  names. 


Wood,  fuel,  fire,  match, 

Lakkar,  ballan,  agg,  tilll. 

lamp,  oil :  also  the 

batti,  tel.  Saddna, 

words  call,  do,  burn* 

karna,balna,or  ballna. 

for,  from. 

lai,  waste,  t8. 

1. 

T.  (Showing  the  wood.) 

1. 

M.  Eh  ki  e  ?  8.  Me¬ 

What  is  this  1  P.  I 

nu  pata  nehl  pal  Pan¬ 

do  not  know  what  they 

jabi  wicc  ohnS  ki 

call  it  in  Panjabi. 

ahnde  ni. 

2. 

T.  We  call  it  wood.  P. 

2. 

31.  Asi  ehnh.  lakkar 

We  call  it  wood,  it  is 

ahnne  a.  8.  Asi  eh- 

wood. 

nfl  lakkar  ahnne  5, 

lakkar  e. 

3. 

T.  (Showing  a  match.) 

3. 

31.  Ehnu  till!  a^ne  a. 

We  call  this  a  match. 

Ki  e  ?  iS.  Ehna  tilli 

What  is  it  ?  P.  We 

akhne  a. 

call  it  a  match. 

4. 

2\  What  is  this  ?  What 

4. 

.1/ .  Eh  ki  e  ?  Ehuh  ki 

do  you  call  it  ?  P. 

ahnde  6  ?  Ehnfl 

We  call  it  a — .  T.  K 

asi  ahnne  a — J/.  bat¬ 

lamp.  P.  Yes,  we  call 

ti.  S.  Aho,  ehuU  asi 

it  a  lamp. 

batti  ahnne  a. 

5. 

T.  Look  in  the  lamp, 

5. 

M.  Batti  wicc  wekho. 

that  is  oil.  There  is 

oh  tel  e  ;  batti  wicc 

oil  ill  the  lamp.  What 

tel  e.  Ki  e  ?  S. 

PANJABI  GRAMMAR. 


45 


is  it  ?  F.  We  call  it 
oil,  there  is  oil  in  the 
lamp. 

6.  T.  I  take  a  match  and 
light  it  and  set  fire  to 
the  wick.  I  light  the 
lamp.  What  do  I  do  ? 
P.  You  light  the 
lamp. 

'7.  T.  Now  you  light  the 
lamp.  P.  (Striking  a 
match  lights  the  lamp.) 
T.  That  is  well  done. 
What  is  this  ?  P. 
Wood. 

8.  T .  Yes,  I  take  the  wood 

and  hold  it  in  the  lamp 
and  it  burns.  The 
wood  burns,  what  does 
the  wood  do  ?  P. 
The  wood  bums. 

9.  T.  See  the  wood,  it  is 

burning.  This  we  call 
fire  or  flame.  What  is 
it  ?  P.  This  is  fire. 

10.  T.  We  say,  too,  the  lamp 

is  burning.  P.  The 
lamp  is  burning. 

11.  T.  What  is  this  ?  P. 

It  is  oil. 

12.  T.  What  is  oil  for  ?  P. 

Oil  is  for  burning. 

13.  T.  Yes,  it  burns  in  the 


Ohnfl  tel  ahnne  a, 
batti  wicc  tel  e. 

6.  M .  Mai  till!  laike  balna 

wS,  te  batti  nO,  lanna 
wS,  mai  batti  balna 
wS.  Mai  ki  karna 
wS.  S.  Tusi  batti 
balde  6. 

7.  M.  Hun  tusi  balo.  Eh 

cahga  kita  e.  Eh  ki 
e  ?  8.  Lakkar. 


8.  M.  Aho  ji,  mai  lakkar 

laike  batti  utte  phari 
rakkhna  "Wa,  te  oh  bal 
paindi  e.  Lakkar  bal 
paindi  e,  lakkar  ki 
kardi  e  ?  8.  Lakkar 

bal  paindi  e.  {8ee 
Gram.  pp.  67,  68.) 

9.  M.  Lakkar  nfi  wekho, 

oh  baldi  e  pai.  Eh 
nu  asl  agg  yS  lat 
akhne  a.  Ki  e  ?  8. 

Eh  agg  we. 

10.  M.  Eh  wi  asi  akhne  S 

pai  batti  baldi  e.  8. 
Batti  baldi  e. 

11.  M.  Eh  ki  e?  8.  Eh 

tel  e. 

12.  M.  Tel  kah  de  waste 

hunda  e?  8.  Tel 
balan  waste  hunda  e. 

13.  M.  Ako  ji,  batti  wico 


46 


PANJABI  ORAMMAR, 


15. 


10. 


lamp.  P.  Wliat  is 
the  lamp  for  ? 

14.  T.  The  lamp  is  for  14. 

light.  What  is  the 
wood  for  ?  P.  The 
wood  is  for  fuel. 

15.  T.  Right,  what  is  the 

match  for  ?  P.  The 
match  is  to  light  the 
fire. 

16.  T.  Yes,  that  is  right, 

we  strike  a  match  and 
light  the  lamp  for 
light.  We  either  burn 
the  wood  for  cooking 
or  for  heat.  P.  What 
is  the  chair  for  ? 

17.  T.  The  chair  is  for  sit-  17. 

ting  on.  What  is  the 
table  for  ?  P.  We  eat 
at  the  table. 

18.  T.  IFhat  is  the  door  for  ?  I  8. 

P.  We  go  by  way  of 
the  door.  (It  may  be 


balda  e.  S.  Batti 
kah  de  waste  a  ? 

M.  Batti  15  waste  e, 
lakkar  kehre  kamm 
waste  e  ?  S  Lakkar 
balan  waste  e  (or 
ballan). 

M .  Thik  e,  tilli  kah  de 
lai  e  ?  /?.  Tilli  agg 

balan  lai  e. 

M .  Thik  e,  16  waste  asl 
tilli  balke  batti  balne 
a.  Lakkar  asl  ya  roti 
pakan  waste  ya  agg 
sekkan  waste  balne 
a.  S.  Kursi  kah  de 
waste  we  ? 

M.  Kursi  baihn  waste 
we.  Mez  k  a  h  d  e 
waste  we  ?  S.  Mez 
te  asl  roti  khanne  a. 

M.  Buha  k^hde  waste 
we  ?  S.  Asl  blihe  rah 
andar  janne  a. 


necessary  for  the  teacher  to  help  in  answering.)  The 
teacher  should  ask  this  same  question  about  all  the 
articles  with  which  the  pupil  is  familiar.  It  is  not  neces¬ 
sary  that  the  pupil  should  learn  new  words,  rather  he 
should  use  those  he  knows. 


Lesson  X. 

The  teacher  should  use  pantomime  to  explain  the  words.  We 
learn  words  in  our  own  tongue  by  being  able  to  understand  them 
from  their  connection  or  by  hearing  them  in  connection  with 
some  action. 


PANJABI  GRAMMAR. 


47 


1.  T.  What  is  this?  P. 

A  room.  T.  Istheroom 
clean?  P.  “Clean?” 
I  do  not  understand. 

2.  T.  (Soiling  his  finger 

with  pencil,  etc.  and 
showing  a  clean  and 
a  soiled  finger.)  This 
finger  is  clean,  this  finger 
is  not  clean.  (Showing 
handkerchiefs.)  This 
handkerchief  is  clean, 
this  is  not  clean.  Now' 
is  the  room  clean  ?  P. 
Yes,  the  room  is  clean. 

3.  T.  (Showing abook.)  Is 

the  book  clean  ?  P. 
Yes,  the  book  is  clean. 

4.  T.  Who  cleans  the  room  ? 

I  will  tell  you.  The 
servant.  Who  ?  P. 
The  servant.  The  ser¬ 
vant  cleans  the  room. 

5.  T.  How  does  he  clean  the 

room  ?  I  will  toll  you. 
He  cleans  it  thus  (imi¬ 
tates  sweeping  and 
dusting  and  says).  He 
sweeps  tbe  floor  and 
dusts  the  furniture — 
the  chairs,  table,  doors, 
bookcase.  Now  is  the 
room  clean  ?  P.  Yes, 
the  room  is  clean. 

6.  T.  How  doeshe  clean  it  ? 

P.  He  cleans  with  a 


1.  M.  Ehkie?  8.  Kawra. 

M.  Kawra  safe?  S. 
‘Saf’  da  nbh!  mbnfl 
pata  laggda. 

2.  M.  Eh  uzLgal  saf  e,  eh 

uhgal  saf  nbh!.  £h 
ramal  saf  e,  eh  saf 
nShi.  Hun,  kawra 
saf  e  ?  S.  Aho  kSwra 
saf  e. 


3.  M.  Eh  katab  saf  e  ? 

8.  Aho  katab  saf  e. 

4.  M.  Kawre  nti  saf  kaun 

karda  e  ?  Mai  tuhanfl 
dasshi,  naukar.  Kaun  ? 
8.  Naukar.  Naukar 
kawre  nS  saf  karda 
e. 

5.  M.  Oh  kis  tarht  kawra 

saf  kard§  e  ?  Mai  tu- 
hanti  dassnS,  es  tarhS 
karda  e.  Dari  te  bau- 
kar  pherda  e,  te  m@zS 
kursiS  nfl  jhar  pdc 
karda  e  (kursiS,  mSz 
btihe,  almari),  hun 
kawra  safe?  8.  Aho 
kawra  saf  e. 

6.  M  Kis  tarhS  s&f  karda 

e?  8.  Bhari  te 


48 


PANJABI  GRAMMAP.. 


broom  and  duster.  P . 
He  cleans  it  with  a 
broom  and  duster. 

7.  T.  You  tell  me.  P. 

I  will  tell  you.  He 
sweeps  the  floor  and 
dusts  the  chairs,  tables, 
doors,  windows. 

8.  T.  What  is  on  your  shoes? 

P  Dust. 

9 .  T.  Who  cleans  your  shoes  ? 

P.  The  servant  cleans 
my  shoes. 

10.  T.  How  does  he  clean 

them  ?  P.  He  cleans 
them  with  a  brush. 

11.  T.  What  is  this  ?  P. 

It  is  my  hat. 

12.  T.  Who  cleans  your  hat? 

P.  I  clean  it  with  a 
brush. 

13.  T.  How  are  your  clothes 

cleaned  ?  P.  Some  we 
brush  and  some  we  have 
washed. 

14.  T.  Who  washes  your 

clothes  ?  P.  A  woman 
and  her  son. 

15.  T.  Thisis  ahandkerchief. 

I  give  it  to  the  washer¬ 
man.  He  washes  it 
with  soap  and  water 
and  makes  it  clean.  He 
gives  clean  clothes  to 


jharan  nal  saf  karda 
e.  (Inquire  jharu, 
bhari.) 

7.  M.  TusI  menu  dasso. 

/S.Mai  tuhanft  dassnS. 
Oh  jharu  pherda  e  te 
kursia,  mezS,  buhehS, 
baris  nft  jhar  poc 
karda  e. 

8.  M.  Tuhaddi  jutti  te  ki 

e?  8.  Dhur. 

9.  M.  Tuhaddi  jutti  kaun 

saf  karda  e?  8.  Nau- 
kar  jutti  saf  karda  e. 

10.  M.  Kis  tarha  saf  karda 

e?  8.  Bursh  nal  saf 
karda  e. 

11.  M.  Ehkie?  8.  Meri 

topi  e. 

12.  M.  Tuhaddi  topi  nfi 

kaun  saf  karda  e?  8. 
Mai  ehnQ.  api  bursh 
nal  saf  karna  wS. 

13.  M.  Tuhadde  kapre 

kikan  saf  karide  n§P 
8.  Kise  kise  nil  bursh 
nal  saf  karne  a,  kise 
kise  dhuanne  a. 

14.  if.  Tuhadde  kapre  kaun 

dh5nda  e?  8.  Ikk 
dhoban  te  ohda  puttar. 

15.  if.  Eh  ramal  e.  Mai 

dhobe  nft  denna  wS, 
oh  sabun  te  pani  nSl 
dh5ke  saf  karda  e. 
Saf  kapre  oh  sanH 
denda  e,  asl  ohnfi 


PANJABI  GRAMMAR. 


49 


us  and  we  give  him 

paise  denne  a.  S.  Aho 

money.  P.  Yes,  he 

oh  sadde  kapre  dhon- 

cleans  our  clothes  and 

da  e,  te  asi  ohnft  paise 

we  give  him  money. 

denne  5. 

16 

T.  What  do  you  eat 

16. 

M.  Tusi  rotl  kah  de 

from  ?  P.  We  eat  from 
plates. 

wicckhandeo.  S.  Asl 

bhandeS  wicc  khanne 

a'. 

M .  BhandeS  nfl  kaun 

17 

T.  Who  washes  the 

17. 

plates  ?  P.  The  water- 

dhondae?  S.  Mash- 

carrier  washes  the 

ki  bhandea  nu  dhon- 

plates. 

da  e. 

J8. 

T.  Who  washes  your  face 

18. 

M.  Tuhadda  muh  hatth 

and  hands  ?  P.  I  wash 

kaun  dhonda  e  ?  8. 

my  own  face  and  hands. 

Muh  hatth  mal  ape 

dhonna  wa. 

Lesson 

XI. 

The  teacher  should  procure  a 

cup. 

saucer,  knife,  fork,  spoon, 

plai 

e,  teapot,  teaspoon,  medium  and 

large  spoons,  sugar. 

1 

T  (Showing  a  cup.)  This 

1. 

M.  Eh  bhanda  e,  eh 

is  a  vessel,  (a  saucer) 

wi  bhanda  e,  eh 

this  too  is  a  vessel,  (a 

wi  bhanda  e,  trai 

plate)  this  also  is  a 

bhande.  Eh  ki  n§  ? 

vessel,  three  vessels. 
What  are  these  ?  P. 

Vessels. 

8.  Bhande. 

2. 

T.  Yes,  they  are  vessels. 

2. 

M.  Aho  ji,  bhande  nl. 

This  is  a  cup.  What 

Eh  piala  we,  ki  e  ?  8. 

is  it  ?  P.  It  is  a  cup. 

tiala  we. 

So  for  the  rest,  though  these  should  have  been  taught 
beforehand  from  the  lists  in  Lesson  I.  Having  reviewed 
them  all  to  see  that  the  pupil  is  familiar  with  them,  and 
having  set  them  all  on  the  table, 

3.  T  T  see  a  cup.  This  is  3.  M.  Mai  piala  we^na 
a  cup.  I  see  a  knife.  wS.  Eh  piala  we,  mal 

Th  is  is  a  knife.  Pupil  churi  wekhna  wa. 

4 


60 


PANJABI  GRAMMAR. 


points  out  each  as  it  is 
asked  for.  Now  show 
me  a  cup  (P.  A  knife). 

4.  Teacher  (pretending,  or 
better  actually  perform¬ 
ing).  Here  is  the  tea¬ 
pot,  I  put  in  some  hot 
water,  I  throw  it  out, 
I  put  in  tea,  I  pour  in 
hot  water  ;  let  it  draw, 
the  tea  is  made.  I  put 
tea  into  the  cup,  I 
drink  the  tea. 


5.  T.  (Taking  up  a  tea¬ 

spoon  and  a  large 
spoon.)  This  spoon  is 
large  and  this  is  small. 
P .  This  spoon  is  large 
and  this  is  small^ 

6.  T.  These  are  3  spoons, 

this  is  large,  this  is 
smaller,  this  is  medium. 

7.  T.  Is  the  cup  small  ?  P. 

Yes,  the  cup  is  small. 

8.  T.  Is  the  plate  small  ? 

P .  No,  the  plate  is  not 
small. 

9.  T.  Is  this  spoon  small  i 

P.  No,  that  is  large. 

10.  T.  Is  this  book  large  ? 
P.  No,  the  book  is 
small. 


fih  churi  e.  Hun  mS- 
nfl  piala  wakhao.  8. 
churi  wakhao. 

4.  M.  Bh  oahpSci  e,  mai 
tatta  pan!  pannS,  mal 
ohnfl  dohl  chaddnt, 
mal  cah  panna  wS, 
mal  tatta  pan!  pannS 
wS;  ehnfi  rang  a  lain 
deho,  cah  tiar  e,  mai 
piale  wicc  cah  panna 
wS,  mai  cah  pi  lenna 
wS.  (5ee  Gram.  p.  112.) 

stages,  then 
go  through  the  process 

6.  M .  Sh  cammac  wadda 
e,  eh  nikka  e.  8.  Bh 
cammac  wadda  e,  eh 
nikka  e. 

6.  M.  Bh  trai  cammac  n§, 
eh  wadda  e,  eh  odft 
nikka  e,  eh  wish- 
karle  mel  da  e. 


7. 

M. 

Piala  nikka  e  ?  8. 

Aho,  piala  nikka  e. 

8. 

M. 

Piet  nikki  e  ?  6'. 

N6hi,  plet  nikki  nShi. 

9. 

M. 

Bh  cammac  nikka  e  ? 

8. 

Na,  oh  wadda  e. 

10. 

M. 

Bh  katab  waddi  e  ? 

8. 

NShi,  katab  nikki 

e. 

The  teacher  should  lead  the  pupil  through  these 
procuring  some  eatable  and  a  plate  should 
of  eating,  explaining  each  action. 


PANJABI  GRAMMAR. 


51 


11. 

T.  Is  the  watch  large  ? 

11. 

M. 

Ghari  waddi  e  ? 

P.  No,  my  watch  is 

S. 

Nbh!,  meri  ghari 

small. 

nikki  e. 

12 

T.  Is  this  chair  large  ? 

12. 

Al. 

Eh  kursi  waddi  e  ? 

P.  No,  it  is  not  large, 

S. 

NShi  eh  waddi 

that  one  is  large. 

nehf,  5h  waddi  e. 

13. 

T.  Is  the  table  large  ? 

13. 

M. 

Mez  wadda  e  ? 

P.  Yes,  it  is  large. 

S. 

Aho  wadda  e. 

14. 

T.  Is  the  room  large  ? 

14. 

M. 

Kamra  wadda  e  ? 

P.  Yes,  it  is  large. 

S. 

Aho,  wadda  e. 

The  teacher  should  get  the  pupil  to  ask  these  questions 
about  the  various  articles  in  the  room,  seeing  that  the  right 
gender  of  the  adjective  is  used  with  each  noun,  and  remember¬ 
ing  that  what  the  pupil  needs  is  to  learn  how  to  use  the  words 
he  already  knows. 


Lesson  XII. 


1. 

T.  (Pointing  to  his  eye.) 

1. 

AI.  Eh  ki  e?  Meri 

What  is  this  ?  It  is 

akkh  e.  S.  Meri 

my  eye.  P.  It  is  my 

akkh  e. 

eye. 

2, 

T.  Oh  no,  you  must  not 

2. 

in.  Ka  ji,  ‘meri  akkh’ 

say  it  is  my  eye,  but  it 

na  akho,  aih  akh5 

is  your  eye.  P.  It  is 

‘tuhaddi  akkh  e.’ 

3^0 ur  eye. 

iS.  Tuhaddi  akkh  e. 

3. 

T.  That’s  right,  this  is 

3. 

M.  Thik  e,  eh  meri 

my  e5^e,  and  that  is  your 

akkh  e,  oh  tuhaddi 

eye.  I  see  with  my  eyes. 

akkh  e,  mai  akkhi 

What  do  you  do  with 

nal  wekhna  wS,  tusi 

your  eyes  1  P.  I  see 

akkhs  nal  ki  karde  o  ? 

with  my  eyes. 

S.  Mai  akkhS  nal 

wel^na  wi. 

4. 

T.  Right,  what  do  I  do 

4. 

M.  Thik  e,  mai  akkhS 

with  my  eyes  ?  P. 

nal  ki  karna  wi  P  S. 

You  see  with  your  eyes. 

Tusi  akkht  nal 

wehnde  5. 

52 


PANJABI  GRAMMAR. 


5.  T.  1  see  with  one  eye, 

now  I  see  with  two  e3’es. 
You  say  it.  P.  I  see 
with  one  eye,  now  I  .see 
with  two  eyes. 

6.  T.  What  does  this  wo¬ 

man  do  with  herej'es  ? 
(It  ma}'  be  necessary 
to  have  clay  6gures). 
P.  She  sees  with  her 
eyes. 

7.  T.  What  does  this  man 

do  with  his  eves?  P. 
H  e  sees  with  his  eyes. 

8.  T.  Whatdo  men  do  w’ith 

their  eyes  ?  P.  "1  he_y 
see  with  their  e3’es. 

9.  2’.  What  do  women  do 

w'ith  their  e3’es  ?  P. 
The3-  see  with  their 

eves. 

10.  T.  What  do  we  all  do 

with  our  eyes  ?  P. 

We  all  see  with  our 
eyes. 

11.  T.  This  is  my  right  ey^e, 

this  is  my  left  eye. 
Which  is  this  ?  P. 

That  is  3'our  right  ey^e 
and  that  is  your  left. 

12.  T.  (Putting  hand  to  ear.) 

What  is  this  ?  P. 

That  is  your  ear. 

13.  T.  Whatdoldo  with  my 


6.  M.  Mai  ikk  akkh  nal 
wehnna  wt,  hun  dflh 
akkhi  wehnnt.  TusI 
wi  akho.  S.  Mai 
ikk  akkh  nal  wehnna 
wS,  hun  dfth  akkhi 
wehnna. 

6.  M.  Eh  janani  akkha  nal 
ki  kardi  e  ?  S.  Akkha 
nal  wehndi  e. 


7.  M.  Eh  jana  akkha  nal 

ki  karda  e  ?  S. 
Akkha  ual  wehnda  e. 

8.  Ji.  Jane  akkht  nal  kl 

karde  nl  ?  S.  Oh 
akkhi  wekhde  n§. 

9.  Ji.  Janania  akkha  nal 

ki  kardia  nl  ?  S. 
Oh  akkhi  wekhdia 
nl. 

10.  21.  Asi  sare  akkha  nal 

ki  karne  8.  Asi 
sare  akkhi  wekhne  a. 

11.  21.  Sh  meri  sajji  akkh 

e,  te  eh  meri  khabbi 
e,  eh  kShri  e  ?  8.  Eh 

tuhaddi  sajji  akkh  e, 
te  oh  tuhadda  khabbi 
e. 

12.  21.  Eh  ki  e?  8.  Oh 

tuhadda  kann  e. 

13.  21.  Mai  kanna  nal  ki 


PANJABI  GRAMMAS. 


ears  ?  I  hear  with  my 
ears  ?  What  do  you  do 
with  your  ears  ?  P.  I 
hear  with  my  ears. 

14.  T.  How  many  ears  have 

we?  P.  We  have  two 
ears. 

15.  T.  Which  is  your  right 

ear,  which  is  your  left  ? 
What  does  the  man  do 
with  his  ears  ?  P.  He 
hears  with  his  ears. 

16.  T.  What  does  the  woman 

do  with  her  ears  ?  P. 
She  hears  with  her 
ears. 

17  T.  What  do  we  all  do 
with  our  ears  ?  P. 
We  all  hear  with  our 
ears. 

18.  T.  This  is  my  foot.  I 

have  two  feet.  What 
do  I  do  with  my  feet  ? 
P.  I  walk  with  my 
feet. 

19.  T.  You  walk  with  your 

feet.  What  do  I  do 
with  my  feet  ?  P.  You 
walk  with  your  feet. 
(So  with  man,  men, 
woman,  women.) 

20.  2’.  (Pointingtohismouth.) 

What  is  this  ?  It  is  my 
mouth.  What  is  it  ? 
P.  It  is  your  mouth. 


karna  wa.  Mai  kannS 
nal  sunna  wa,  tusi 
kanna  nal  ki  .karde 
o  ?  S.  Mai  kanna  nal 
sunna  wS. 

14.  J/.  Sadde  kinne  kann 

S.  Sadde  do 
kann  n§. 

15.  Jl.  Tuhadda  sajja  kann 

kehra  e  ?  Khabba 
kShra  e  ?  Oh  jana 
kanna  nal  ki  karda 
e.  <S.  KannS  nal 
sunda  e. 

16.  M.  Janani  kanna  nal 

ki  kardi  e.  S.  Kanna 
nal  sundi  e. 

17.  M.  Asi  sare  kanna  nal 

ki  karne  I.  S.  Asi 
sare  kannS  nal  sunne 

5. 

18.  yi.  Eh  mera  p'air  e. 

Mere  do  pair  ng.  Mai 
paira  nal  ki  karna 
wa.  /S.  Mai  paira 
nal  turna  wS. 

19.  M.  Tusi  paira  nal 

turde  6.  Mai  pairs 
nal  ki  karna  wS  ?  S. 
Tusi  paira  nal  turde 

6.  (Jana,  janani,  jane, 
jananis.) 

20.  Jl/.  Eh  ki  e  ?  Eh  mera 

mfih  e.  Ki  e  ?  S. 
Tuhadda  mfth  e. 


rA 


PANJABI  GRAMMAR. 


21.  T.  (Poiiitiog  to  the  pupil’s 

mouth.)  Wha,t  is  that  ? 
P.  It  is  my  mouth. 

22.  T.  What  do  you  do  with 

your  mouth  ?  P.  I 
.speak  with  my  mouth. 
2:j.  T.  What  does  Jhanda  do 
with  hirs  mouth  ?  P.  He 
speaks  with  his  mouth. 
24  T.  W^hatdoes  the  woman 
do  with  her  mouth  ? 
P.  She  .speaks,  etc. 
/Man.  boy,  girl,  men, 
boys.)  1\  T  eat  with 
my  mouth  (showing), 
do  you  do  that  way  ?  P. 
I  eat  with  rny  mouth. 

2.3.  7'.  (Show  ingrromacup.) 

1  drink  with  my  mouth. 
Do  you  ?  Yo.s,  I  drink 
witli  my  mouth. 

2(\  T.  Jhanda  eats  and 
drinks  with  his  mouth. 
Do  we  all  do  so .?  P.  Yes, 
well  all  eat  and  drink 
with  our  mouths. 

27.  T.  I  laugh  (ha  ha  ha) 

with  my  mouth,  and 
sing  (la  la  la)  with  my 
mouth.  Do  3mu  laugh 
and  sing  with  jmur 
mouth  ?  P.  Yes,  I 
laugh  and  sing  with  mj^ 
mouth. 

28.  T.  Does  J. laugh  andsing 


21.  M.  Oh  ki  8  ?  S.  Mera 

moh  e. 

22.  M.  TusI  mfth  nal  ki  kar- 

de  5  /S'.  Mai  mfih 

nal  bolna  wa. 

23.  M .  Jhanda  mflh  nal  ki 

karda  e.  /S'.  Oh  mOh 
nal  b51da  e. 

24.  Janani  mfih  nal  ki  kar- 

di  e.  /S'.  Oh  mfih  nal 
bold!  e  (Jana,  munda, 
knri,  jane,  munde. 
M.  Mai  mfih  nal 
khanna  wa.  Tusl  wi 
es  tarha  karde  5  ?  /S  . 
Mawi  mfih  nal  khanna 
wa. 

25.  M.  Mai  mfih  nal  pinna 

wa.  Tusi  wi  es  tarha 
karde  6  ?  /S'.  Ahol 

mawi  mfih  nal  pinna 
wa. 

26.  M .  Jhanda  wi  mfih  nal 

khanda  pinda  e.  Asi 
sare  ese  tarha  karne  a  ? 
/S’.  Aho,  asi  sare  mfih 
nal  khanne  pinne  a. 

27.  M.  Mai  mfih  nal  hasna 

wi  a,  te  mfih  nal  gaun- 
na  wi  a.  Tusi  wi  mfih 
nal  hasde  te  gaunde 
6  ?  S.  Aho,  mawi 
mfih  nal  hasna  te 
gaunna  wS. 

28.  M.  Jhanda  wi  mfih  na 


PAKJABI  OBAMMAR. 


55 


with  his  mouth  ?  (Boys, 
girls,  etc.).  T.  This  is 
my  nose,  I  breathe  with 
it  and  smell  with  it. 
What  do  I  do  ?  P. 
You  breathe  and  smell 
with  your  nose.  (So 
boys,  men,  girls  in 
pictures.) 

29.  T.  This  is  my  hand,  I 

take  and  give  with  my 
hand.  What  do  I  do  ? 
P.  You  take  and  give 
with  your  hand. 

30.  T.  What  else  do  you  do 

with  your  hand  ?  Say, 
I  write  and  worlc  with 
it.  P.  I  write  and 
work  with  my  hand. 


hasda  te  gaunda  e  ? 
(Munde,  kurlS,  etc.). 
M.  Eh  mera  nakk  e, 
eh  de  nal  mai  sah 
lenna  w§  te  suhghna 
wt.  Mai  kl  karna  wa  ? 

TusI  nakk  nal  sah 
lende  te  suhghde  5. 

29.  M.  Eh  mera  hatth  e. 

Hatth  nal  mai  lenna 
te  denna  wa.  Ki  kar¬ 
na  wt  ?  8.  TusI  hatth 
nal  lende  te  dende  5. 

30.  M.  Tusi  hatth  nal  hor 

ki  karde  6  ?  Akhd 
mai  oh  de  nal  likkh- 
na  te  kamm  karna 
wfi.  8.  Mai  hatth 


nal  likkhna  te  kamm 
karna  wS. 

The  teacher  must  keep  a  list  of  all  new  words  and  see  that 
there  are  not  too  many. 


Lesson  XIII. 


1.  T.  (Showing  a  book.) 

What  is  this  ?  Take  it. 
P.  It  is  a  book.  I 
take  it. 

2.  T.  What  do  you  take  the 

book  with  ?  P.  I  take 
it  with  my  hand. 

3.  T.  Do  you  see  the  table  ? 

what  with  ?  P.  I  see 
the  table  with  my  eyes. 


1.  M.  Eh  ki  e  ?  Iiellao. 

8.  Elatab  e.  Mai  lai 
lenna  wS. 

2.  M.  Tusi  katab  kahde 

nal  lende  o?  8.  Mai 
hatth  nal  lenna  wi. 

3.  M.  Tusi  mez  nfl  wehn- 

de  o  ?  Kahde  nal 
wehnde  6  ?  8.  Mai 

mez  nh  akkhlS  nal 
wehnna  wa. 


56 


PANJABI  GRAMMAR. 


4.  T.  I  walk  to  the  door. 
With  what  do  you 
walk  ?  P.  I  w'alk 
with  my  feet. 

5  T.  With  what  do  jmu 
open  the  door  ?  P.  I 
open  the  door  with  my 
hands. 

6.  T.  Do  you  see  the  door  ? 

With  what  do  you  see 
the  door  ?  P.  I  see 
the  door  with  my  eyes. 

7.  T.  Do  you  hear  my 

words  ?  P.  Yes,  I  hear 
you  speak. 

8.  T.  With  what  do  you 

hear  my  words  ?  P.  T 
hear  you  speak  with 
my  ears. 

9.  T.  Please  smell  this 

flower.  With  what  do 
you  smell  it  ?  P.  I 
smell  it  with  my  nose. 

10.  T.  Please  speak  louder, 
say  it  again.  What  do 
.vou  speak  w’ith  ?  P. 
I  speak  with  my  mouth. 
T.  Asks  about  woman 
man,  boy,  boys,  girl. 


4.  M.  Mai  buhe  tikar  jan- 

na  wa.  Kah  de  nal 
turde  6  ?  S.  Mai 
pair!  nal  turna  wa. 

5.  M.  Buha  kahde  naf 

lahnde  o  ?  S.  Mai 
buhe  na  hattha  nal 
lahnna  wa. 

6.  M .  Buhe  nu  wehnde  5  ? 

Buhe  nh  kahde  nal 
wehnde  6  ?  S.  Bflhe 
nfl  akkhli  nal  wehnna 
wS. 

7.  M.  Tusi  meria  galls 

sunde  6  ?  S.  Aho, 
tuhaddia  galls  sunna 
wa. 

8.  M.  Kahde  nal  merit 

galls  sunde  o  ?  <S'. 

tuhaddia  galls  kannS 
nal  sunna  wS. 

9.  M.  Mehrbani  karke 

es  phull  nS  suhgho. 
Kah  de  nal  suhghde 
6  ?  S.  Mai  nakk  nal 
suhghna  wS. 

10.  M.  Zara  dabbke  akh5, 
pher  akho.  Kah  de 
nalkundeo?  P.  Mfih 
nal  kunnS  wS.  (Ja- 
nani,  jana,  munda, 
munde,  kuri,  kuria, 
turna,  sunna,  wekh- 


girls,  walk,  hear,  see, 

smell,  speak.  na,  suhghna,  kuna.) 

It  is  not  new  words  the  pupil  needs  to  learn,  but  how  to 
use  old  ones. 


PANJABI  GRAMMAR. 


57 


Lesson 

1 .  T.  What  is  this  ?  P.  It 

is  a  book.  T.  Whose 
book  is  it  ?  Is  it  mine  ? 
P.  No,  it  is  mine. 

2.  T.  Whose  book  is  this, 

then  ?  P.  That  is 
mine  too.  T.  And 
this  ?  P.  That  book 
is  yours. 

3.  T.  Whose  chair  is  this, 

yours  or  mine  ?  P. 
That  is  Mr.  Smith’s. 
T.  Whose  house  is 
this  ?  P.  It  is  Mr. 
Smith’s. 

4.  T.  Whose  books  are 

these  ?  S.  They  are 
his.  (Cup-s,  pen-s, 
hat-s,  rug-8,  coat-s, 
shoe-s,chair-s,picture-s, 
furniture.) 

5.  T.  Have  you  a  book  ? 

P.  Yes,  I  have  two 
books.  T.  Have  you 
a  chair  ?  P.  Yes,  I 
have  one  chair. 

6.  T.  Have  you  a  pen  ?  P. 

Yes,  I  have  a  pen.  T. 
Has  Jhanda  a  hat  ?  P. 
Yes,  Jhanda  has  a  hat. 

7.  T.  Have  you  all  got 

pens  ?  P.  Yes,  we  all 
have  pens.  (Men, 
women,  John,,  Mary, 


XIV. 

1.  3/.  Eh  ki  e.  S.  Kncab 

e.  M.  Kihdi  katab  e  ? 
Meri  e  ?  S.  Tfehl 
meri  e. 

2.  M.  Eh,  pher,  kihdi  e  ? 

‘S'.  Oh  wi  meri  e.  M. 
Teeh?  S.  Oh  katab 
tuhaddi  e. 

3.  M.  Eh  kihdi  kiu’si  e, 

tuhaddi  ke  meri  ?  S'. 
Eh  sahb  di  e.  M.  Eh 
gharkihdae?  S.  Eh 
Smith  sahb  da  ghar  e. 

4.  3/.  Eh  kihdiS  kitabt 

ne  ?  N.  Ohdla  n§ 
(piala-e,  kalam-a,  to- 
pi-a,  galica-e,  kot,  jut- 
tia,  kursi-a,  murat-a, 
sabab). 

5.  M.  Tuhadde  kol  katab 

e  ?  S.  Aho  Mere  kol 
do  kitaba  nl.  M.  Tu¬ 
hadde  kol  kursi  e  ? 
‘S'.  Aho,  mere  kol  ikk 
kursi  e. 

6.  M.  Tuhadde  kol  kalam 

e  ?  ‘S'.  Aho  mere  kol 
kalam  e.  M.  Jhande 
kol  t5pi  e  ?  8.  Aho 
Jhande  kol  topi  e 

7.  M.  TuhaddeS  sarea  kol 

kalama  hain  ?  8.  Aho, 
saddea  sarea  kdl  nl 
(janea,  jananiS,  Jhan- 


68 


PANJABI  OBAMMAB. 


etc.,  chairs,  pens,  cups, 
shoes,  etc.) 

Lesson 

1.  T.  Here  is  a  bag  for 

books,  what  is  it  ?  P. 

A  bag  for  books.  T. 
What  is  in  the  bag  ? 

P.  There  are  books  in 
the  bag. 

2.  T.  How  many  books  are 

in  the  bag  ?  P.  There 
are  one  big,  two  thin, 
three  small  ones.  T. 
How  many  are  there  ? 

P.  There  are  six  books. 

3.  T.  How  many  chairs  are 

there  in  the  room  ? 

P.  There  are — chairs 
in  the  room.  T.  How 
many  tables  are  there  in 
the  room  ?  P.  There 
are — tables  in  the  room. 

4.  T.  How  many  carpets  are 

there  in  the  room  ?  P. 
There  is  only  one.  T. 
How  many  rugs  are 
there  ?  P.  There  are 
— rugs  in  the  room. 

5.  T.  How  many  hands 

have  1  ?  P.  You  have 
two  hands  T.  How 
many  fingers  on  one 
hand  ?  P.  There  are 
five  fingers  on  each 
hand. 

6.  2\  How  many  fingers  are 


de,  Taban  k5}  kursll» 
kalamS,  piale,  juttlS 
nS). 

XV. 

1.  M.  Eh  katabS  waste 

basta  e,  ki  e  P  S. 
KatabS  waste  basta. 
M.  Baste  wicc  ki  e  P 
S.  Baste  wioc  katabi 
ne. 

2.  M.  Baste  wioo  kinnlS 

katabi  ne  P  S.  Ikk 
waddi,  do  patliH,  trai 
nikkiS.  M.  KinniS 
n@  P  S.  Che  katabS 
ne. 

3.  M.  KSwre  wicc  kinnlt 

kursiS  n§  P  S.  KSw¬ 
re  wicc — kurslS  ni. 
M.  Kawre  wicc  kinne 
mez  ni  P  S.  Kamre 
wicc — mez  ni. 

4.  M.  Kamre  wicc  kinniS 

dariS  ne  P  S.  Ikkoi  e. 
M.  Galice  kinne  ni  P 

S.  Kamre  wicc — ga¬ 
lice  ni. 

5.  M.  Mere  kinne  hatth 

ni  P  S.  Tuhadde  d5 
hatth  ni.  M.  Ikk 
hatth  dli  kinniS  uhg- 
l£  ni  P  S.  Doht  hat- 
thS  dit  panj  panj 
uhgl£  ni. 

6.  M.  D5h£  hatthS  di£ 


PANJABI  GRAMMAR. 


59 


there  on  both  hands 
together  ?  P.  There 
are  ten  on  both  hands 
together.  T.  How 
many  fingers  am  I  show¬ 
ing  ?  (rapidly  holding 
up  1,2,  3,4,5,  6,  7, 8, 9, 
10  until  the  pupil  can 
answer  rapidly). 

7  T.  How  many  books  are 

there  on  the  table  ?  P. 
There  are  3,7,  9  on  the 
table.  T.  How  many 
are  there  under  the 
table  ?  (as  he  puts 
them  under). 

8  T.  How  many  are  there 

on  the  cushion  ?  P. 
There  are — on  the 
cushion.  T.  On  the 
chair,  the  paper,  under 
the  hat,  by  the  hat  ? 

9.  T.  Where  is  the  big 
book  ?  (as  he  puts  it 
into  the  bag).  P.  It 
is  in  the  bag.  T. 
Where  is  the  little 
book  ?  P.  It  is  under 
the  big  book. 

lU.  T.  Now  where  is  thelittle 
book  ?  P.  It  is  in  the 
big  book.  T.  How 
many  persons  are  in 
this  room  ?  P.  There 
are — persons  in  this 
room. 

11.  T.  How  many  eyes  have 
we  all  >  /*.  We  all 


ralake  kinnia  uhgll 
ng  ?  S.  Doha  diS 
ralake  das  uhgli 
n§.  M.  Mai  kinnit 
uhgla  pea  wikhanna 
wa  ?  Ikk,  do,  trai, 
car,  panj,  che,  satt, 
atth,  nau,  das. 

7.  M.  Mez  utte  kinnii 

kataba  n§  ?  <8.  Mez 

te  trai,  satt,  nau.  kata¬ 
ba  ni.  M.  Mez  de 
heth  kinnia  ne. 

8.  M.  Sarhane  kinnit 

n§  ?  (S'.  Sarhane  utte 
— ng  ?  M.  Kursiutte, 
kagaz  utte,  topi  heth, 
topi  de  kol. 

9.  M.  Waddikatabkitthg 

we  ?  (S'.  Baste  wico 
e.  M.  Nikki  katab 
kitthe  e  ?  S.  Wad- 
di  katab  de  heth  e. 

10.  M.  Hun  nikki  katab 

kitthe  we  ?  S.  W addi 
katab  de  wicc  e.  J/. 
£s  kawre  wicc  kinne 
bande  ne  ?  S.  Es 
Kawre  wicc — bande 
nl. 

11.  M.  SaddeS  sarei  dii 

kinnia  akkhiS  n§  ?  S 


60 


PAXJABI  GRAMMAR. 


have  two  eyes.  T. 
Yes  each  has  two  eyes, 
but  how  many  have  all 
of  us  together  ?  P. 
We  all  have — eyes. 


12  T.  How  many  rupees 
have  I  ?  Count  them. 
P.  Ten  and  one  are — ? 
T .  Eleven.  How  many 
have  jmu  ?  P.  I  have 
ten  and  five. 

13.  T.  Fifteen.  Now  here 

are  ten,  a'ou  give  ten, 
how  many  have  we 
now  ?  P .  Twenty. 

14.  T.  Count  after  me  1,  2,  3, 

4,  5,  6,  7,  8,  9,  10,  11, 
12,  13  14.  15,  16,  17, 
18,  19,  20. 


Saddet  sarea  diS  do 
akkhia  n§.  M.  Aho 
ji,  saret  diS  do  do 
akkhit  ne,  par  saddeS 
sarea  dit  knll  kinnii 
akkhii  n§  ?  S.  Sad- 
dea  sarea  dia — akkhia 
n§. 

12.  M.  Mere  kol  kinne 

rupae .  n§  ?  Gin  lao. 
S.  Das  te  ikk  kinne 
hunde  n§?  M.  YarS; 
tuhadde  k51  kinne 
n§  ?  S.  Mere  kol  das 
te  panj  n§. 

13.  M.  PandrS.  Etthe  das 

ni,  te  tusl  das  deo, 
hun  sadde  kol  kinne 
ng  ?  S.  Wih. 

14.  Ji.  Mere  picche  pieche 
gino  ikk,  do,  trai,  car, 
panj,  che,  satt,  atth, 
naft,  das,  yara,  barS, 
tera,  cauda,  pandra, 
sola,  satart,  thara, 
unni,  wih. 

Ji.  Es  ghari  nft  wekho, 
ki  e  ?  N.  Ghari  e. 
Ji.  Oh  ki  e  ?  OhnS 
wi  asi  ghari  ahnne  a. 
S.  Oh  wi  ghari  e. 

Ji.  Oh  de  kinne  ghainte 
nl  ?  gino  ji.  .S'.  Ikk, 
d5,  bara  ghainte. 


Lesson  XVI. 

1.  T.  Look  at  this  watch,  1. 

what  is  it  ?  P.  It  is  a 
watch  T.  What  is 
that  ?  We  call  that 
a  clock.  P.  It  is  a 
clock. 

2.  P.  How  many  hours  are  2. 

on  it  ?  Count.  P. 

(As  teacher  points)  1,  2, 

12  hours  (as  above). 


PANJABI  GRAMMAR. 


61 


3.  T.  What  time  is  it  now  ?  3.  1/.  Hun  ki  wajea  e?  5.  Das 

P.  It  is  ten  o’clock.  waje  ii5.  Ji.  Te  hnn? 

T.  And  now  1  (There  should  be  adri'll  on  time  till  the  pupil 
can  readily  tell  the  time.  Sometimes  the  teacher  may  say 
it  is  5-30,  and  he  should  set  the  time  accordingly,  etc.) 
Practise  on  the  following  numbers  for  a  month  or  so,  till  they 
are  perfectly  familiar. 


A  1  Till  1  a  9  vl  91  93- 
and  so  on  up  to  20, 
25,  30,  40,  50,  GO,  100. 
1-35  A.  .M  ,  10  A.M.,  8-30 
A.ir.,  12  noon,  12  mid¬ 
night,  2  A.M.,  5  A..M.,  etc. 


5.  GO  seconds makea minute, 
60  minutes  make  an 
hour,  3  hours  make  a 
watch,  8  watches  or  24 
hours  makea  da)',  7  days 
make  a  week,  4  weeks  or 
30  days  make  a  month, 
12  months  a  year 


4.  Ikk,  sawa,  dudh  or  de(^, 

panne  do,  do,  sawa 
do,  dhai,  panne  trai, 
trai,  sawa  trai,  sadhe 
trai  and  so  on  with  the 
numbers  up  to  12  as 
above,  then  panne  terS, 
tera,  sawa  terS,  sa<^e 
terS,  and  so  on  wdth 
cauda,  pandra,  sola, 
satara,  atharS,  unni, 
wih,  panjhi,  trih,  call, 
panjah,  satth,  sau,  rat 
da  ikk  wajjke  painti 
mint,  das  waje  din  de, 
sadhe  atth  waje  din  de, 
bara  waje  dopaihr,bara 
waje  rat  de,  do  waje  rat 
de,  panj  waje  fajrl. 

5.  Sattha  sikinta  da  mint 

hunda  e,  sattha  mintt 
da  ghainta  hunda  e, 
tinna  ghaintel  da  ikk 
paihr,  atthl  paihrS  ya 
cawhia  ghain^S  da 
din,  satta  dihareS  da 
hafta,  cauh  haftei  ya 
trihl  diharea  da 
mahina,  bara  ma- 
hinea  da  sal  (warha). 


62 


PANJABI  GRAMMAR. 


Lesson  XVII. 


1.  T.  What  is  this?  P.  A 

book.  T.  And  this  ? 
P.  That  too,  is  a  book. 
T.  And  these  ?  P. 
They  are  all  books. 

2.  T.  Yes,  it  is  a  book-shop. 

I  will  sell  the  books. 
Will  you  buy  a  book  ? 
P.  How  many  rupees 
will  it  cost  ? 

/!  T.  Say  what  is  the  price  ? 
P.  How  much  is  it  ? 

4,  T.  It  is  very  cheap.  The 
price  is  only  Rs.  2.  P. 
That  is  very  expensive. 
I  will  give  you  8  annas. 
T.  All  right,  give  me 
8  annas. 

.*5.  P.  Here  are  4  annas,  give 
me  this  book  for  4 
annas.  T.  No,  that  is 
very  little,  it  is  worth  a 
whole  rupee.  P.  All 
right.  I  do  not  want  it. 


1.  M.  Ehkie?  8.  Katab 

e.  M.  Te  eh  P  Cli 
wl  katab  e?  M.  Te 
eh?  8.  Sari§  katabs 
ne. 

2.  M .  Aho  ji,  kataba  di 

hatti  e.  Mai  katabS 
wectga,  tusl  katab 
laoge  ?  8.  Kinne 

rupae  laggang€  ? 

3.  3/.  Ain  akho,  ki  mull 

e  ?  8.  Ki  mtUl  e  ? 

4.  M.  Bauht  sasti  e,  do 

rupae  mull  e.  8. 
Bauht  waddh  e,  mal 
tuhana  dhell  detga. 
M.  Hala  ji,  dheli  hi 
dg  deo. 

5.  8.  Ah  wekha  pauli  e. 

Menft  oh  katab  pauli 
tS  de  deo.  M.  6h 
bauht  ghatt  e,  eh  pure 
rupagdie.  P.  Accha, 
whai,  mai  nehi  lainda. 


The  pupil  should  be  taught  to  understand  current  coinage 
and  local  measures  and  usage  in  the  purchase  of  cloth,  food, 
fuel,  furniture,  building  materials  and  whatever  the  pupil 
will  need.  It  will  need  much  practice,  but  it  may  as  well 
be  done  in  the  study  as  in  the  market  at  the  expense  of  one’s 
pocket-book. 


Lesson  XV 111. 

1.  T.  See  what  I  do.  I  1.  M.  Tusl  wgkhS  pai  mai 
take  my  seat  on  ki  karna  wS  pea.  Mal 


PANJABI  GRAMMAR. 


fi.3 


this  chair,  I  sit  down,  1 
rise  from  ray  chair  and 
w'alk  to  the  door  and 
open  it.  I  am  standing 
by  the  opened  door,  I 
shut  it  and  walk  back 
again  to  ray  chair. 

2.  Now  I  will  tell  you  what  I 

did.  1  sat  down  in  my 
chair,  I  rose  and  went 
tothedoorandthen shut 
itandopenedit again.  I 
stood  by  the  opened 
door.  I  shut  it  and 
walked  back  to  my  chair 
and  sat  down.  Now  I 
will  do  it  again.  (Goes 
through  every  move¬ 
ment  and  after  each 
movement  asks,  what 
do  I  do  ?) 

3.  P.  You  sitdown,  \^ou  rise 

from  the  chair,  you  walk 
to  the  door,  5'ou  open 
it,  you  stand  by 
the  open  door,  you  shut 
the  door  and  walk  back 
again  to  your  chair. 

4.  T.  (Doing  it  again)  what 

did  I  do  ?  P.  You  sat 
down.  T.  (Rising) 
what  did  I  do  ?  P.  You 
rose  from  your  chair. 

5.  T.  What  am  1  doing 

now  ?  P.  You  are 


es  kursi  te  baih  jan- 
na  wa.  Mai  baih  jan- 
na  wa,  mai  kursi  t6 
utthke  te  buhe  tikar 
jake  buha  lahnna  wa. 
Latthe  buhe  de  kol 
mai  khlota  wS,  btlha 
marke  mai  pher  kur¬ 
si  kol  janna  wa. 

2.  M.  Hun  mai  tuhanft 

dasslga  pai  mai  ki 
kita  si.  Mai  kursi  te 
baih  gea,  mai  kursi 
t5  utthke  buhe  wall 
gea,  pher  buha  marke 
pher  lahea  ;  latthe 
buhe  kol  khlo  gea, 
pher  kursi  kol  ake 
oh  de  te  baih  gea  ; 
huFi  mai  pher  karna 
wa. 

3.  S.  Tusi  baih  jande  o, 

kursi  te  utthde  6, 
buhe  tikar  jande  5, 
ohnu  lahnde  6,  latthe 
buhe  de  kol  khlonde 
6,  buha  marde  6,  te 
pher  apni  kursi  tikar 
part  aunde  5. 

4.  M.  Mai  ki  kita  si  ?  S. 

Tusibaihgae.  T.  Mai 
kih  kita  si  ?  S.  Tusi 
kursi  t8  u^he. 

5.  M,  Hun  mai  ki  pea 

karna  wl  ?  6’.  Tust 


64 


PANJAiil  GRAMMAR. 


'tandiiig.  T.  (After 
walking  to  the  door) 
what  did  I  do  ?  P. 
You  walked  to  the  door. 
T.  (After  opening 
door)  what  did  I  do  ? 

6.  P.  You  opened  the  door. 

T.  (After  standing  by 
opened  door  a  few  mo¬ 
ments)  what  did  I  do  ? 

P.  You  stood  by  the 
opened  door.  T.  (Shut¬ 
ting  door  and  walking 
back  to  chair)  what  did 
I  do  ? 

7.  P.  You  shut  the  doorand 

returned  to  your  chair. 

T.  (After  sitting 
down),  what  did  I  do  ? 

P.  You  sat  down.  T. 
Now  you  do  it  all  from  the 
movements  and  describes  l 


khlote  6.  M.  Hun 
max  ki  kita  e  ?  S. 
Tus!  buhe  kol  gae. 
T .  Mai  kih  kita  e  ’? 

6.  S.  TusS  biiha  lah  dit- 
ta.  T.  Mai  ki  kita  ? 

8.  TusI  latthe  hoe 
buhe  de  kol  khlote  sau. 
T .  Mai  ki  kita  e  ? 


7.  8.  Tusi  buha  marke 

kursi  tikar  part  ae.  T. 
Main  ki  kita  e?  8.  Tusi 
baih  gae.  M.  Hun  tusi 
Sara  mundhb  kar  lao. 
beginning.  Pupil  goes  through 
hem  in  present  and  past  tenses. 


Lesson  XIX 


1 .  T.  iVhat  is  this  ?  P.  A 

book.  T.  What  are 
these  ?  P.  They  are 
books. 

2.  T.  See  this  book  and 

this,  one  is  big  and  one 
little.  This  is  the  big 
one.  This  book  is  big¬ 
ger  than  that  one. 
Which  is  bigger  ?  P. 
That  book  is  bigger 
than  this  one,  this  is 
smaller  than  that. 


1.  M.  Ehkio?  S.  Katab. 

M .  Eh  ki  n§  ?  S. 
KatabS. 

2.  M.  Ss  katab  nu  te  es 

na  wekho,  ikk  waddi 
e  te  ikk  nikki.  Waddi 
eh  we.  Eh  katab  oh  de 
nal6  waddi  e.  Waddi 
kehri  e  ?  8.  Oh 

katab  eh  de  nal8 
waddi  e.  Eh  oh  de 
nalS  nikki  e. 


PANJABI  GRAMMAR. 


65 


3.  T  This  book  is  little,  very 

little,  this  book  is  large 
very  large.  Which 
book  is  larger  ?  P. 
This  book  is  larger. 

4.  T.  This  is  a  large  book, 

that  is  larger,  this  is 
largest.  You  say  it.  P. 
This  book  is  large,  that 
is  larger,  that  is  largest. 

5-  T.  Look  at  these  rupees, 
they  are  round  and  flat. 
This  book,  too,  is  flat. 
Say  it.  P.  The  book 
is  flat,  the  rupee,  too,  is 
flat. 

6.  T.  The  book  is  thin^  the 

rupee  is  thin,  which  is 
thinner?  P.  The  book 
is  thin,  but  the  rupee  is 
thinner,  it  is  very  thin. 

7.  T.  Yes,  the  rupee  is  the 

thinnest  of  all.  See 
these  two-anna,  four- 
anna  bits,  now  tell  me 
which  is  small.  P. 
That  one  is  small,  this 
one  smaller,  this  is 
smallest. 

8.  T.  This  is  a  pencil,  is  it 

large  ?  P.  No,  it  is 
small.  T.  Here  is  an- 


3.  M.  Eh  katab  nikkl  e, 

bauht  nikki,  eh  katab 
waddi  e,  bauht  waddi, 
dohS  wiccS  waddi 
kehri  e  ?  S  Eh  katab 
waddi  e. 

4.  M.  Eh  waddi  katab  e, 

oh  edft  waddi  e,  eh 
saria  tS  waddi  e. 
TusI  akho.  S.  Eh 
katab  waddi  e,  oh 
edS.  waddi  e,  eh  saria 
tS  waddi  e. 

6.  M.  EhnS  rupayyS  nfl 
wekho,  gol  te  capte 
ng,  eh  katab  wi  capti 
e.  TusI  akho.  8. 
Katab  capti  e,  rupay- 
ya  wi  capta  e. 

6.  M.  Katabpatli  e,rupay- 

ya  wi  patla  e,  bauh- 
ta  patla  kehra  e  ?  8. 
Katab  patli  e,  par 
rupayya  odS  patla  e, 
oh  bauht  patla  e. 

7.  M.  Aho  ji,  rupayya  sa- 

reS  nalS  patla  we. 
Ehna  paulia,  duannis 
nft  wekho,  menfl  dasso 
kehri  nikki  e.  8. 
Oh  nikki  e,  eh  odfl 
nikki  e,  eh  sarit 
nal6  nikki  e. 

8.  M.  Eh  pinsal  e,  waddi 

e  ?  8.  Nehl,  nikki  e. 

M.  Eh  hor  pinsal  e, 


o 


-^66 


PANJABI  GBAMMAR. 


other  pencil,  is  it  small  ? 
P.  No,  it  is  larger. 

9.  T.  We  say  long  and 
short  for  pencils,  this  is 
long  and  this  is  short. 
P.  I  am  short,  John  is 
shorter  than  I.  Is  that 
right  ? 

10.  T.  Yes  you  are  taller 

than  I,  and  I  am  shorter 
than  you.  The  pencil 
is  long,  the  stick  is 
longer,  the  rope  is  long¬ 
est.  I  am  tall,  Jhanda 
is  taller  than  Hira,  the 
tree  is  tallest. 

11.  P.  I  am  taller  than 

Jhanda  is  that  right? 
T.  Yes.  that  is  right, 
Jhanda  is  not  so  tall  as 
you  are,  and  I  am  shorter 
than  you,  you  are  tall- 
e.«t. 

12.  T.  This  chair  is  high,  that 

is  not  so  high,  this  is 
higher  and  that  is  high¬ 
est.  This  paper  is  good, 
that  is  better,  this  is 
best.  Which  is  best  ? 


13.  T.  1  have  some  money  in 
tins  hand,  I  have  more 


nikki  e  ?  ,S'.  Nehi, 

odfl  waddi  e, 

9.  M.  Pinsala  nft  asi  1am- 
mian  te  nikkiS  ahnne 
a,  eh  lammi  e  t§  oh 
nikki  e.  5.  Mai 
madhra  wS,  Jhanda 
mere  nalS  madhra  e. 
Thik  e  ? 

10.  M.  Ji  ah,  mai  tuhadde 

nalS  madhra  wS,  tusi 
mere  nalS  ucce  6. 
Pinsal  lammi  e,  soti 
ohde  nalS  lammi  e, 
rassa  sabbhnt  tS  lem¬ 
ma  e.  Mai  lamma  wS, 
Jhanda  Hire  nalo 
ucca  e,  rukkh  sarea 
tS  ucca  e. 

11.  -S'.  Mai  Jhande  nalC 

ucca  wa,  thik  e  ?  .1/. 

Ji  ah,  thike.  Jhanda 
tuhaide  jedda  ucca 
nehi,  te  mai  tuhadde 
nalo  maddhra  Ava. 
tusi  sarea  t5  ucce  o. 

12.  37.  Eh  kursi  ucci  e, 

oh  inni  ucci  nehi, 
eh  waddh  ucci  e,  oh 
saria  t6  ucci  e.  Eh 
kagat  cahga  e,  oh  eh- 
de  nal5  cahga  e,  oh 
sarea  t5  cahga  e. 
Sarea  t6  cahga  kehra 
e  ? 

13.  37.  Es  hatth  wicc  kujjh 

rupae  paise  nl,  te  es 


PANJABI  GRAMMAR. 


67 


in  this  hand,  I  have  most  hatth  wioc  waddh  nl, 

in  my  purse.  Now  they  sareS  to  waddh  bathe 

are  ail  on  the  table.  wioc  n§.  Hun  sarS 

mez  te  n§. 

Let  the  teacher  take  the  various  articles  in  the  room  and 
compare  them,  and  ask  for  comparison  as  to  size,  height,  length, 
thickness,  goodne.ss.  Many  repetitions  will  be  necessary. 

.  Lesson  XX. 


1 .  T.  What  is  this  ?  It  is 

a  ball,  what  is  it  ?  P. 
It  is  a  ball. 

2.  T.  Is  it  long?  P.  Itis 

not  long  a  bit.  It  is — . 
T.  Round.  P.  It  is 
round. 

3.  T.  Here  is  another  ball, 

is  it  round  ?  P.  Yes, 
it  is  round  too. 

4.  T.  Is  this  ball  larger  or 

smaller  than  that  one  ? 
P.  It  is  larger.  T. 
Yes,  it  is  larger  than 
that.  Is  it  rounder  than 
that?  P.  No,  both  are 
round. 

5.  T.  Here  is  a  rupee,  is  it 

round  ?  P.  Yes  the 
rupee  is  round,  but  it  is 
flat. 

6.  T.  Is  the  ball  flat?  P. 

No  the  ball  is  round 
every  way. 

7.  T.  Here  is  my  pencil. 

Is  it  round?  P.  Yes, 
it  is  round  and  long. 


1.  M .  Eh  ki  e  ?  eh  khehnS 

(gend)  e,  kl  e  ?  S, 
Khehnft  e  (gend). 

2.  M.  Lamma  e  ?  S.  Oh 

lamma  hai  i  nehl,  5h 

- .  M.  G-ol  e.  S, 

G6l  6. 

3.  M.  Eh  ikk  hor  khehnfi 

e,  eh  wl  gol  e  ?  .S'. 

Aho,  eh  wi  gol  e. 

4.  M.  Eh  5h  de  nal6 

wadda  e  ke  nikka  ?  <S'. 
Eh  oh  de  nalo  wadda 
e.  M  Oh  de  nalB 

wadda  te  hai  we,  8h  de 
naiSgSlwIe?  S.  Nehl 
dowS  gol  nS. 

5.  Eh  wekho,  rupayya 

e.  G51  e  ?  S.  Aho 

goi  e,  par  capt  a  e. 

6.  M.  Gend  capta  e?  tS. 

Na,  gend  sabbhni  pasi 
gol  e.  (See  Grammar, 
pp.  77  and  78.) 

7.  21.  Eh  meri  pinsal  e, 

eh  gol  e  ?  S.  Ah,  gol 
e  te  lamml. 


68 


PANJABI  GRAMMAR. 


8.  T.  Are  these  things  all 

round  ?  P.  A  ball  is 
only  round,  a  rupee  is 
round  and  flat,  a  pencil 
is  round  and  long. 

9.  T.  See  this  orange.  Is 

it  round  like  a  ball  ? 
P.  The  ball  is  rounder 
than  the  orange. 

10.  T.  Is  the  rupee  rounder 

than  the  orange  ?  P. 
No,  the  orange  is 
rounder  than  the  rupee. 

11.  T.  What  do  we  do  with 

the  ball  ?  P.  We  do 
thus  (showing  by  pan¬ 
tomime  thro  wing, catch¬ 
ing,  hitting,  and  saying) 
what  do  you  call 
this  ? 

12.  T.  We  call  this — throw¬ 

ing,  and  this  catching, 
and  this  hitting.  Can 
you  throw  ?  P.  Yes, 
give  me  the  ball,  catch 
it. 

13.  T.  Can  you  catch  a  ball  ? 

P.  Yes,  and  I  play 
tennis  a  little. 

U  T.  What  is  tennis  ?  We 
do  not  play  it.  Is  it 
like  cricket  ?  P.  No 
it  is  another  game. 

15.  T.  Here  is  a  book,  is  it 
round  ?  No,  it  is  not, 
what  shape  i.s  it  ?  P. 


8.  M.  Eh  saris  cizS  gol 

nd?  S.  Gend  nira 
gol  e,  rupayya  gol  te 
capta  e,  pinsal  gol  te 
lammi  e. 

9.  M.  Es  santare  nfl  wekh- 

6,  eh  khehnft  wahgar 
gole?  8.  Khehnu  san¬ 
tare  nal6  waddh  gol  e. 

10.  M.  Rupayya  santare 

nal6  gol  e  ?  8.  NShI, 
santara  rupayye  nalS 
go]  e. 

11.  M.  Gend  nal  ki  karne 

hunne  a  ?  S.  Ain 
karne  S,  eh  nfi  ki 
akhde  6  ? 


12.  M.  Asi  eh  nu  suttna 

ahnne  S,  te  ehnu  jhop- 
na;  eh  nfl  talla  mama ; 
tusi  sutt  sakde  6  ?  8. 

Aho,  menfl  gend  deho, 
hun  jhop  lao. 

13.  M.  TusI  gend  jhop  sak¬ 

de  6  ?  8.  Aho,  te 

tenis  thora  bahla 
khedna  w3. 

14.  M.  Tenis  ki  e  ?  aslnehl 

tenis  khedde,  kirkat 
wahgar  e?  8.  NShl 
hor  khed  e. 

15.  M.  Eh  katab  e,  eh  go] 

e  ?  Nehi  go]  nShi  e, 
ki  shakl  e  ?  8.  Cauri 


PANJABI  GRAMMAS. 


69 


It  is  flat,  but  not  like 

e,  par  mpayye  wahgft 

tbe  rupee  Thai,  is 

nghi,  oh  gol  te  oaurd 

round  and  flat,  this  is — . 

e,  gh — . 

16. 

T.  Square  and  flat.  It 

16. 

M.  Cauras  te  capta  e, 

is  thin,  too,  but  the 

nale  patli  e,  par  kagat 

paper  is  thinner.  (In¬ 

edft  wi  patla  e. 

troduce  heavy,  light, 

(Bhara,  haula,  wadda, 

big,  little,  long,  round. 

nikka,  lamma,  gol, 

some,  more,  most,  all.) 

kujjh,  waddh,  sarei 
t§  waddh,  sare.) 

Lesson  XXI 

, 

1. 

T.  Here  is  a  penknife. 

1. 

M .  Eh  cakkti  e,  ki  e  ? 

what  is  it  ?  P.  It  is 

<S'.  Cakku  e.  M. 

a  penknife.  T.  Take 

Cakku  nh  laike  mez 

the  penknife  and  put  it 

te  rakkhd.  aV.  Hun 

on  the  table.  P.  It 
is  now  on  the  table. 

mez  te  we. 

2. 

T.  Put  it  under  the 

2. 

M .  Kursi  de  heth 

chair.  P.  It  is  under 

rakkho.  S.  Kursi  de 

the  chair. 

heth  e. 

3. 

T.  Now  under  the  rug. 

3. 

M.  Hun  galice  heth 

P.  It  is  under  the  rug. 

rakkho.  .S'.  Galice 

heth  e. 

1. 

T.  Take  the  knife  and 

4. 

i)/.  Cakku  nfl  laike 

give  it  to  the  lady.  P. 

memsahb  nfi  deho.  .S'. 

I  have  given  it  to  her. 

6.  T.  Madam,  who  gave  you 
the  penknife  ?  P.  The 
gentleman  gave  me  the 
knife. 

6.  T.  I  go  and  open  the 

door.  The  door  is 
open,  how  is  the  door? 
P.  The  door  is  open. 

7.  T.  I  shut  it,  now  how 


Mai  memsahb  na  de 
chaddea  e. 

5.  M.  Memsahb  ji,  tuhana 

kis  cakku  ditta  ?  S. 
Sahb  horS  mend  ditta. 

6.  M.  Mai  jake  bhha 

lahnna  wt.  Bu.ha 
lattha  e,  buha  kis  tar  a 
e?  Btlha  lattha  e. 

7.  M.  MaJ  ohnfi  mama 


70 


PANJABI  ORAMMAR. 


8. 


9. 


10. 


11. 


1. 


is  it  ?  P.  It  is  shut. 

T.  Right,  who  opened 
the  door  ?  P.  You 
opened  it.  T.  Who 
shut  the  door  ?  P. 
You  shut  it. 

Who  gave  you  the  pen¬ 
knife  ?  P.  You  gave 
me  the  knife.  T.  To 
whom  did  you  give  it  ? 
P.  I  gave  the  knife 
to  Madam. 

T.  Who  went  to  the 
door  ?  P.  You  went. 
T.  Wh  y  did  I  go  to  the 
door  ?  P.  You  said, 

I  am  going  to  the  door. 

T.  What  did  I  do  at  the 
door  ?  P.  You  open¬ 
ed  the  door  and  then 
you  shut  it.  (Long, 
short,  coarse.  fine, 
heavy,  light,  old,  new, 
weak,  strong,  young, 
good,  very,  bad,  cloth, 
leather,  thin,  thick.) 

Lesson 

T.  I  have  two  books, 
this  is  old  and  that  is 
new.  Which  is  this? 
P.  That  is  the  old 
book.  The  other  is 


wt.  Hun  kis  tarS  e? 
S.  Marba  hoSa. 

8.  M,  Thik  e,  buha  kis 

lahga  si  ?  S.  TusS 
lah@a  si.  M.  BUha 
kis  marfea  si  ?  S. 
TUsS  marSa  si. 

9.  M.  Tiihanfi  cakkti  kis 

ditta  ?  S.  Tusfi  mSnfl 
ditta.  M.  Tusa  kih 
nfl  ditta  ?  8.  Mai 

cakkti  memsahb  nfl 
ditta. 

10.  M.  Btihe  kol  kaun  gea  ? 

8.  TusI  gae  sao.  M . 
Mai  kah  de  lai  btihe 
kol  gea  ?  8.  TusS 

akhba  si  pai  btihe  kdl 
janna  wS. 

11.  M.  Mai  buhg  kol  ki 

kita  ?  8.  Paihle  buha 
lahba  saje  te  magarS 
marSa  saje.  [Lamma, 
nikka,  mot  a,  mahin, 
bhara,  haula,  purana, 
nawS,  mara,  tagra, 
thori  umr  da,  umda, 
bauht,  bura  (mara 
nikamma,  etc.),  kapra, 
cam,  patla,  mota.] 

XXII. 

1.  M.  Mere  kol  do  katabS 
ni,  eh  purani  e,  te 
eh  nawi,  eh  kehri  e? 
8.  Oh  purani  katab 
e,  dujji  nawl  e. 


new. 


PANJABI  GRAMMAR. 


71 


2.  T.  One  is  thick  and  one 

is  thin.  Which  is 
which  ?  P.  The  new 
one  is  thick,  the  old 
one  thin. 

3.  T.  Yes,  the  old  one  is 

thinner,  which  is 
heavier  ?  (Lifting  it.) 
P.  The  new  one  is 
heavier,  for  it  is 
thicker. 

4.  T.  Right,  the  thick  one 

is  heavier,  the  thin  one 
is  light.  What  is  this 
one  ?  P.  That  is 
thinner  and  lighter. 
It  is  very  thin. 

5.  T.  How  is  this  compared 

w'ith  the  large  book  ? 
P.  It  is  not  so  thick 
or  so  heavy. 

6.  T.  Here  are  two  pieces  of 

cloth,  one  is  good.  Are 
both  good  ?  P.  No, 
one  is  good  and  one  is 
bad. 

7.  T.  Yes,  it  is  bad,  it  was 

good,  but  it  is  old.  This 
piece  is  new.  P.  The 
new  is  better  than  the 
old. 

8.  T.  Yes,  the  new  is  strong, 

the  old  is  weak.  P.  Is 
this  old  book  weak  ? 

9.  T.  No,  books  are  not 

strong  and  weak,  they 


2.  M.  Ikk  m5ti  e,  ikk  pat- 

li.  Kehrl  moti  e,  te 
kehrlpatli?  S.  liTawf 
moti  e  te  pur  an!  patli. 

3.  Jlf .  Ji  ah,  purani  bauhti 

(edS)  patli.  e,  bauhti 
bhari  kbhri  e?  8. 
Nawi  bauhti  bh§,ri  e, 
moti  j5  hoi. 

4.  M.  Thik  e,  m5ti  katab 

bauhti  bhari  e,  patli 
katab  haul!  e.  Ah 
kis  tarS  di  e  ?  8.  £h 

dh  de  nal5  patli  te  haul! 
e,  eh  bari  patli  e. 

5.  M.  ^  waddi  de  muka- 

ble  wicc  kehdjehi  eP 
8.  £h  Oddi  m5ti  nehf , 
te  na  dddi  bhari. 

6.  M.  Sh  kapre  de  do  tdte 

ni,  ikk  oahga  e. 
DowS  cahge  ni  P  8. 
N^eld  ikk  cahga  e,  te 
ikk  msra. 

7.  M.  Ji  aho,  mara  e, 

cahga  si,  par  purana 
e;  eh  tukra  nawt  e. 

8.  Purane  nal8  nawS 
cahga  e. 

8.  M.  Aho  ji,  nawt  dahda 

e,  purana  kamsor  e. 
8.  Mh  purani  katab 
kamzor  e  P 

8.  M.  HTShl  katabS  tagris 
te  kamzor  nehl  hun- 


72 


PANJABI  GBAMMAR. 


are  good  and  bad.  Old 
books  are  often  the  best. 
P.  The  old  cloth  is 
weaker  than  the  new 
cloth,  but  the  old  book 
is  better  than  the  new 
book.  Is  that  right  ? 

10.  T.  Yes,  that  is  right  in 

this  case,  it  is  not 
always  true.  P.  Is 
Gandu  strong  or  weak  ? 

11.  T.  Yes,  we  say  men  are 

strong  or  weak.  Gandu 
is  strong .  P.  Is  Gandu 
stronger  than  Nur  ? 

12.  T.  Yes.  but  Jumma  is 

the  strongest  of  all. 
P.  Is  Pira  older  than 
his  brothers  ? 

13.  T.  Giandu  is  older  than 

all  his  brothers.  P.  Is 
Jumma  younger  than 
Karmu  ? 

14.  T.  No,  he  is  not  younger, 

they  are  twins.  This 
cloth  is  coarse,  it  is 
strong,  too,  is  this 
coarse  ?  P.  No,  it  is 
not  coarse,  it  is  weak, 
too. 

15.  T.  Yes,  it  is  very  fine 

cloth,  and  not  verv 


dia,  oh  eahgia  te  buriS 
hundia  nS :  kinni  wari 
puraniS  kataba  sabbh- 
na  tS  cahgiS  hun¬ 
dia  nl.  S.  Purana 
kapra  nawS  nal6  kam- 
z6r  e,  par  purani 
katab  nawl  nal6  cangi 
e,  eh  thik  e  ? 

10.  M.  Ji  ah,  hun  te  gall 

thik  e,  kadi  kadal 
thik  nehl  hundi.  8. 
Gandu  tagra  e  ke 
mara. 

11.  M.  Aho  as!  a^  sakne  a 

pai  jane  tagre  nl  yS 
mare.  Gandu  tagra  e. 
S.  Gandu  Nure  nalB 
tagra  e  ? 

12.  M  Aho  ji,  par  Jumma 

sarea  nal©  tagra  e. 
8.  Umr  wicc  Pira 
apnea  bhrawa  nalo 
wadda  e? 

13.  M.  Gandu  sareS  bhra¬ 

wa  wiecS  wadda  e. 
S.  Jumma  Karmu 
nal6  nikka  e  ? 

14.  M.  Nehl  ji,  nikka  nehl 

e,  jaure  ng.  Eh  kapra 
mota  we,  dahda  wi  e  ; 
eh  mota  e?  8. 
NShI  mota  nehl  e, 
nale  kamzor  e. 

15.  M.  Ji  ah,  bar  a  mahin 

kapra  e,  bauht  dahda 


PANJABI  GR4MMAE. 


i  o 


strong.  P.  Here  is 
some  strong  cloth.  It, 
too,  is  coarse. 

16.  T.  Who  is  stronger, 

Jumma  or  Shamsu  ?  P. 
Shamsu  is  stronger,  he 
is  the  strongest  of  all. 

17.  T.  Is  cloth  or  leather 

stronger  (showing 
leather).  P.  Do  you 
call  this  leather  ? 

18.  T.  Yes.  we  call  it  cow 

(leather).  P.  Good 
leather  is  stronger 
than  this  cloth.  Some 
cloth  is  stronger  than 
leather. 

19.  T.  Yes,  but  the  strongest 

leather  is  stronger  than 
the  strongest  paper. 


nahi.  .S’.  Eh  dahda 
kapra  e,  eh  wi  mota 

e. 

16.  M.  Tagra  kohra  we, 

Jumma  ke  Shamsu  ? 
S.  Shamsu  tagra  e 
sar^  bandM  wicco 
ohi  tagra  e. 

17.  M.  Kapra  dahda  honda 

e  ke  eamm  ?  S.  EhnS 
camm  ahnde  6  ? 

18.  M.  Ji  aho,  ehnU  goka 

(camm)  ahnne  S.  .S'. 
Canga  camra  es  kapre 
nalo  dahda  honda  e, 
koi  kapra  camre  nalS 
dahda  honda  e. 

19.  M.  JehrasareStd  dahda 

camra  e,  oh  dahd6  to 
dahde  kagat  nal5 
dahda  honda  e. 


Lesson  XXIIl. 


Colours, red.  white,  blue,  green, 
fiery  red,  yellow,  black. 


Rang,  lal  (suha),  citta  or 
(bagga),  lilla  (dark  blue), 
asmani  (light  blue),  hara, 
gutai,  pila,  kala. 

Get  some  strips  of  cloth,  paper  and  some  beads  or  other  articles 
of  these  colours  and  ask  questions  till  the  pupil  can  instantly 
answer  for  all  the  colours. 


P.  This  is  a  black  bead,  that 
is  a  white  piece  of  cloth,  that 
is  a  red  paper, 

T.  Show  me  a  green  bead, 
show  me  a  yellow'  cloth, 
etc.,  etc. 


S.  Eh  kala  manka  e,  oh 
citte  kapre  da  tota  e, 
eh  lal  kagad  e.  M .  Menfl 
ikk  hara  manka  wakhao, 
menh  pila  kapra  wakhao. 


74 


PANJABI  GRAMMAR. 


Lesson 

1.  T.  This  is  my  hand,  here 

are  both  hands,  where 
is  your  hand  ?  P. 
This  is  my  hand,  here 
are  both  hands. 

2.  T.  Tell  him  to  show  his 

hand.  P.  Where  is 
your  hand  ?  A.  Here 
is  my  hand,  here  are 
both  my  hands. 

3.  T .  All  have  two  hands, 

altogether  we  have  two, 
four,  six,  eight  hands. 
P.  One  hand,  two 
hands,  three  hands, 
four  hands,  five  hands. 
Is  that  right  ? 

4.  T.  Yes,  that  is  the  way 

we  say  it.  This  is  my 
right  hand,  I  tell  you, 
this  is  my  left,  I  tell  von. 
P.  This  is  my  right 
hand ,  this  is  my  left.  Is 
this  my  right - ? 

5.  T.  Foot,  yes,  that  is  your 

right  foot,  and  that  is 
your  left  foot.  This  is 
my  ear.  P.  This  is 
my  right  ear,  this  is  my 
left  ear.  I  have  two 
ears. 

6.  T .  Have  yoij  two  of  any 

other  member  ?  P. 


XXIV. 

1.  M.  Eh  mera  hatth  e, 

eh  dowS  hatth  nS,  tu- 
hadda  hatth  kitthe 
we  ?  S.  Eh  mera 
hatth  e,  eh  dowi  hatth 
n€. 

2.  M.  Oh  nfi  akhna  pai 

hatth  wi^ae.  S. 
Tera  hatth  kitthe  we? 
A.  Eh  mera  hatth  e, 
Sh  dowi  hatth  nS. 

3.  M.  Sarii  de  do  d6 

hatth  hunde  nl. 
Saddii  saris  de  dd, 
car,  che,  atth  hatth 
nl.  S.  Ikk  hatth, 
do  hatth,  trai  hatth, 
car  hatth,  panj  hatth, 
thik  e  ? 

4.  M.  Ji  ah,  esitarht  ahnni 

i,  eh  mera  sajja  hatth 
je,  eh  mera  khobba 
je.  8.  £h  mera  sajja 
hatth  e,  eh  mera 
khabba  je.  !Bh  mera 
sajja - ? 

6.  M.  Pair,  ahoohtuhadda 
sajja  pair  e,  te  5h 
tuhadda  khabba  pair 
e,  eh  mera  kann  e. 
8.  Eh  mera  sajja 
kann  e,  eh  mera 
khabba  kann  e,  meri 
d5  kann  ni. 

0.  M.  Hor  wi  kujjh  tn- 
hadde  badan  wicc  d& 


PANJABI  OBAMMAR. 


76 


Yes,  I  have  two  hands, 
two  feet,  two  eyes  (one 
ear,  two  ears,  three 
ears). 

7.  T.  Yes,  so  one  foot,  two 

feet,  three  feet,  one  eye, 
two  eyes,  three  eyes. 
P.  We  all  have  two 
eyes,  two  ears,  two 
hands,  two  feet. 

8.  T.  This  is  my  right  arm, 

this  is  my  left.  P. 
Here  is  my  right  arm, 
here  is  my  left,  what  is 
this  ? 

9.  T.  That  is  your  right  leg, 

that  your  left,  now  I 
will  keep  pointing  out 
and  you  go  on  telling 
the  name,  or  I  will  keep 
naming  and  you  go  on 
pointing  out.  Which  is 
yourrightfoot,  left  arm, 
right  ear,  left  eye,  right 
h£vnd,  left  leg,  both 
hands,  both  eyes,  both 
ears  ?  Touch  your  right 
ear  with  your  left  hand, 
your  right  e  ve  with  your 
right  hand.  Put  your 
left  hand  on  your  right 
arm,  put  your  right  foot 
on  your  left  foot.  Now 


do  hunde  n§?  S. 
Aho,  m@re  do  hatth,  d5 
pair,  do  akkhiS  nS 
(ikk  kann,  dd  kann, 
trai  kann). 

7.  M.  Ji  ah,  te  ese  tarht 

ikk  pair,  d5  pair,  trai 
pair,  ikk  akkh,  do 
akkhiS,  trai  akkhlS. 
S.  SaddbS  sarbt  di£ 
do  do  akkhiS,  do  do 
kann,  do  do  hatth,  d5 
d5  pair  hunde  nl. 

8.  M.  Eh  meri  sajji  bSh 

e,  te  eh  meri  khabbi 
bah  e.  S.  Eh  meri 
sajji  bSh  e,  te  eh 
meri  khabbi  bSh  e, 
eh  ki  e  ? 

9.  M.  Eh  tuhaddi  sajji  latt 

e,  te  oh  tuhaddi 
khabbi  latt  e,  hun 
mai  ishara  kartga  te 
tusi  n§  dassde  ja5, 
ya  mai  n§  lalga  te 
tusi  ishara  karde  jad. 
Ebhra  e  tuhadda 
sajja  pair,  khabbi  bih, 
sajja  kann,  khabbi 
akkh,  sajja  hatth, 
khabbi  latt,  d6w§ 
hatth,  ddwl  akkhS, 
d6wi  kann,  sajjS 
kann  nd  khabba 
hatth  la5,  sajji  akkh 
nfl  sajja  hatth  la5, 
sajji  bSh  utte  khabba 


76 


PANJABI  GBAMMAR. 


I  will  go  on  putting  my 
hand  on  and  you  keep 
on  naming. 


hatth  rakkho,  sajja 
pair  khabbe  pair  utte 
rakkho.  Hun  mal 
hatth  landa  jaaga, 
tusi  nS  lende-  jao. 


Lesson 

1.  T.  What  have  I  in  my 

hand  ^  P.  A  book. 
T.  Where  is  the  book  ? 
P.  It  is  in  your  hand. 

2.  T.  What  are  these  ?  (I 

tell  you)  We  call  them 
fingers,  one  finger,  tw'o 
fingers,  three  fingers, 
how  many  are  there  ? 
Count  them.  P.  1,2,3, 
4,  5,  6,  7,  8,  9,  10. 

3.  T.  Right,  we  have  each 

ten  fingers,  how  many 
fingers  have  you  ?  P. 

I  have  ten  fingers. 

4.  T.  What  have  you  on 

your  feet  ?  Toes.  P. 

I  have  ten  toes  on  my 
two  feet. 

5.  T.  How  many  fingers  are 

there  on  one  hand  ?  P. 

I  have  five  fingers  on 
one  hand. 

6.  T.  How  many  books  are 

here  ?  P.  One,  two . . 
six  books.  T.  How 
many  books  have  I ? 
P.  You  have  six  books. 


XXV. 

1.  M .  Mere  hatth  wicc  ki 

e  ?  S  Katab.  M. 
Katab  kitthe  e  ?  S. 
Tuhadde  hatth  wicc. 

2.  M.  Eh  ki  nl  ?  ehnS  nh 

as!  uhglS  ahnde  je 
{see  App.,  p.  124),  ikk 
uhgal,  do  uhglS,  trai 
uhglS,  kinniS  ni? 
Ginlaone.  S.  Ikk,  do, 
trai,  car,  panj,  che, 
satt,  atth,  nau,  das. 

3.  M.  Thik  e,  saddia  das 

das  uhgla  n§,  tuhaddit 
kinnitni?  S.  Merit 
das  uhgla  ne. 

4.  M.  PairS  dit  ki  je? 

Uhgla  ?  S.  Mere! 
d^  pair!  dia  das 
uhgla  ne. 

6.  M.  Ikk  hatth  dia  kinnit 
uhglt  ni  ?  8.  Ikk 

hatth  dia  panj  uhglt 
ni. 

6.  M.  EtthekinniakatabS 
ni  ?  8.  Ikk,  do, — 

chekataba.  M.  Mere 
kol  kinniS  katabt  ni  P 
8.  Tuhadde  kol  che 
kataba  ni. 


PANJABI  GRAMMAR. 


77 


7.  T.  How  many  have 

you  ?  P.  I  have  very 
many.  T.  How  many 
have  you  here  ?  P.  T 
have  three  here. 

8.  T.  (T  ask  you)  Have  you 

a  pencil  here?  P.  Yes, 

I  have  three  here.  T . 
(I  ask  you^  Have  you  a 
pen  ?  P.  Yes,  I  have 
one  and  madam  has  ope. 
We  have  two  pens. 

9.  T.  Ts  this  your  pen  ?  P. 

No,  that  is  madam’s 
pen.  jP.  Has  Hira  a 
pen  ?  P.  Yes.  Hira 
has  four  pens. 

10.  T.  Is  this  your  chair? 

P.  No,  that  is  not  my 
chair,  this  is  my  chair. 
T.  Have  you  any 
tables  ?  P.  We  have 
none.  We  have  no 
dining  table,  there  is 
a  study-table. 

11.  T.  Have  you  a  house  ?  P. 

No,  we  have  no  house. 
This  is  a  mission  house. 

12.  T.  Have  you  a  rug,  bug¬ 

gy,  cow,  horse,  book, 
coat,  hat  ?  etc.,  etc., 
changing  the  form  of 
the  question  thus.  Has 
Mr.  Smith  a  cow,  have 


7.  M.  Tuhadde  kol  kin- 

niS  n§  ?  S.  Mere  kol 
bauht  sariS  n§.  M. 
Etthe  tuhaddia  kin- 
nia  nl  ?  S.  Etthe 
mere  kol  trai  ni. 

8.  M.  Etthe  pinsal  hai  je  ? 

S.  Aho,  trai  nS.  M. 
Kalam  hai  je  ?  S.  Aho, 
mere  k6l  ikk  e,  te 
memsahb  kol  ikk. 
sadde  kdl  do  kalam t 
ni. 

9.  M.  Eh  tuhaddi  kalam  e? 

S.  Nihl,  oh  memsahb 
di  e.  M.  Hire  kol 
kalam  e  ?  S.  Aho, 
Hire  kol  car  kalamS  ni. 

10.  M.  Eh  tuhaddi  kursi 

e?  S.  Neh!,  oh  meri 
kursi  nihi  e,  meri  kursi 
eh  we.  M.  Tuhadde 
k51  mez  hainP  S. 
Koi  nehi,  sadda 
khane  da  koi  mez 
nehi  e,  daftar  da  ikk 
mez  hai  we. 

11.  M.  Tuhaddi  koi  kothi 

e?  S.  Nehi,  saddi 
koi  nihi,  6h  kothi 
mishan  di  e. 

12.  M.  Tuhadde  kol  galica 

e  ?  (bagghi,  gS,  ghora, 
kot,  topi),  Smit  sahb 
de  kol  koi  gS  hai  P 
Tuhadde  te  memsahb 
kol  ghora  eP  Nehi, 


78 


PAN.1ABI  GBAMMAB. 


you  and  madam  a  horse, 
etc.,  requiring  a  fuller 
answer  thus,  No,  Mr. 
Smith  has  not  a  cow, 
yes,  madam  and  I  have 
two  horses,  etc. 


Smit  sahb  kdl  k5i  gS 
neh!.  Ah5,  mere  te 
memsahb  kol  do  ghore 
n§. 


Lesson  XXVI. 

The  ordinary  form  of  the  imperative,  so  that  the  pupil  may 
not  use  honorihcs  in  addressing  servants. 


1.  T.  Here  is  a  servant. 

Tell  him  to  do  these 
things  for  you.  P.  Go 
and  get  that  book.  S. 
Very  well,  sir. 

2.  P.  Put  that  book  on  the 

table,  no,  do  not  put  it 
on  the  table,  put  it  on 
the  chair.  Do  not  steal 
my  money.  S.  No 
sir.  I  will  not. 

3.  Sit  down,  get  up,  go  to  the 

door,  shut  it,  open  it, 
open  the  window,  shut 
it,  order  the  buggy, 
order  dinner,  call  the 
cook,  bring  the  post. 

4.  Postthisletter,goand  get 

meat,  bring  bread, bring 
six  loaves  of  bread, 
bring  good  butter,  ask 
for  good  flour  to-day, 
bring  a  bag  of  coal. 

5.  Call  meagood  cook,  where 


1.  M.  Eh  ikk  naukar  e,  eh 

nft  hukm  dSho  pai  eh 
kamm  tuhade  lai  kare. 
S.  Oh  katab  jake  lai 
a.  N .  Cahga  ji. 

2.  (S'.  Oh  katab  mez  utte 

rakkh,  nehl,  mez  te 
na  rakkh,  kursi  te 
rakkh.  M .  Mere 
paise  na  curane.  N. 
Tauba  ji,  mai  nehi 
kujjh  curanda. 

3.  Baih  ja,  utth  khlo, 

buhe  tikar  jah,  mar 
su,  lah  su,  barl  lah» 
mar  su,  bagghi  jon 
da  hukm  de,  khane 
da  hukm  de,  khasamS 
nS.  kua,  dak  lai  a. 

4.  fih  citthi  dak  wiec  pai, 

jake  gosht  leawi, 
roti  lai  a,  che  r5tiS 
lai  a,  cahga  makkhan 
lai  a,  ajj  canga  ata 
mahgi,  kolea  di  bori 
lai  a. 

6.  Mere  lai  canga  khtsamS 


PANJABI  GRAMMAR, 


79 


is  the  waterman  ? 
Bring  a  workman  to 
mend  the  broken  table, 
and  one  to  repair  the 
chimney,  go  out  and 
buy  a  book. 

6.  Write  a  letter  to  your 

brother,  beat  that  dog, 
do  not  beat  the  donkey. 
Tell  me  your  name,  take 
this  letter  and  give  it 
to  Mr.  Jones  and  come 
back  quickly. 

7.  Cut  this  paper  with  a  knife, 

cut  this  cloth  with  these 
scissors,  call  a  barber  to 
cut  my  hair,  cook  the 
potatoes  with  the  meat, 
boil  the  water. 

8.  Make  tea  quickly,  rise 

early  and  bake  the 
bread,  go  to  the  other 
room  and  make  the  bed, 
hear  what  I  say,  run  to 
thedoctor’s  and  call  him 
here  quickly. 

9.  Show  me  your  hand,  send 

your  son  to  bring  the 
vegetables  to-day,  wait 
here  till  the  postman 
comes,  go  and  find  the 
boy’s  ball,  bring  the 
baby’s  coat. 

10.  Give  me  madam’s  hat,  do 


bulai,  mashki  kitthe 
we,  tutte  hoe  mez 
nfi  banan  waste  ikk 
tarkhan  nft  sadd,  te 
dhhkash  nft  banan 
waste  raj  lai  a.  Jake 
katab  mull  lai. 

6.  Apne  bhra  nft  citthi 

likkh,  6s  kutte  nft 
mari,  khote  nft  na 
mar.  Apna  nt  dass, 
eh  citthi  laike  Jones 
sahb  nfl  dei  te  hallke 
part  awl. 

7.  Eh  kagad  eakku  nal 

waddhi,  eh  kapra 
kainci  nal  katar,  nai 
nfl  sadd  pal  mere  wal 
katre,  aluS  nft  gosht 
de  nal  rinnhl,  pani 
karh. 

8.  Cah  cheti  bana,  sawere 

utthke .  roti  paka, 
dujje  kamre  jake 
bistra  kar,  meri  gall 
sun,  dakdar  sahb  de 
koi  bhajjke  ja  te  ohna 
na  shitabi  etthe  kua. 

9.  Hatth  wa^a,  ajj  apne 

puttar  nd  ghallke 
sabzi  manga,  etthe 
dak  wale  n&  udik,  ja, 
mund6t  de  khehnfi 
n^  labbh  lai,  nikke 
bawe  da  kot  16a. 

10.  Memsahb  di  topi  mbntl 


80 


PANJABI  GRAMMAR. 


this  work  quickly,  stand  deh,  eh  kamm  cheti 

up.  sit  down.  kar,  utth  khlo,  baih 

Ja. 


Lesson  XXVII. 


1.  Doctor.  Good  morning, 

what  is  the  matter 
wdth  you  ?  P.  I  am 
ill,  so  I  have  come.  D. 
How  long  have  you 
been  ill  ?  P.  For  a 
long  time. 

2.  D.  Well,  what  is  the 

matterthen?  Have  you 
fever  too  ?  F.  A  little, 
sometimes  it  comes  daily 
and  sometimes  it  misses 
two  days.  D.  Had  you 
fever  yesterday  and  to¬ 
day  ?  P.  No,  but  to¬ 
day  is  the  turn. 

3.  D.  All  right,  here  is 

medicine,  take  it  in  a 
swallow  of  water  and 
when  it  operates  take 
these  four  pills,  two  in 
the  morning  and  two  in 
the  evening.  P.  Thank 
you,  shall  I  come  again  ? 

4.  D.  Yes,  if  you  are  not 

well  after  taking  the 
pills. 

5.  D.  Well,  what  is  your 

trouble  ?  Sore  eyes, 
how  long  ?  P.  Three 
months. 


1.  D.  Salam,  ki  hoSa  i  ? 
B.  Mai  bamar  a,  tS 
karke  aea.  D.  Kad6 
te  bamar  §  ?  B. 
Cokhe  cir  to. 


2.  D.  Hala,  ki  pher  hoSa  ? 

Kass  wi  hai  i  ?  P.  Ji 
ah,  thori  e,  kadi  roz 
carhdi  e,  kadi  do  din 
chaddke.  D.  Kail 
kass  hai  si  ?  te  ajj  ?  B. 
Nehi  ji,  par  ajj  wari  e. 

3.  D.  Canga,  eh  dawai  e, 

pani  de  ghutt  nal 
kha,  te  jad  asr  ho  we 
eh  car  goliS  kha,  do 
wadde  wele,  te  do 
shami.  B.  Tuhaddi 
mehrbani  e,  mal  pher 
awS  ? 

4.  D.  Ah5  je  goliS  khake 

wall  na  howi,  ta  awl. 

5.  D.  Hachchat&nfl  kihoea, 

akkhiS  aia  hoia  nl  ? 
KadS  di  gall  e  ?  B. 
Trai  mahine  hoe  nS. 


PANJABI  GRAMMAR. 


81 


6. 


8. 


1. 


2. 


Three  months !  Why 
didn’tyou  come  sooner  ? 
Take  this  medicine  and 
continue  to  drop  it  into 
your  eyes  for  three  days, 
four  times  a  day,  and 
then  put  on  this  yellow 
ointment. 

2).  Well,  mother,  what 
can  I  do  for  you  ?  Oh, 
it  is  the  little  girl  that  is 
ill,  is  it  ?  P.  She  has 
an  enlarged  spleen.  She 
has  had  fever  off  and  on 
for  three  months. 

D.  Poor  child,  has  she 
still  fever  ?  I  see  her 
pulse  shows  she  has  still 
some.  Put  out  your 
tongue,  little  girl,  that’s 
right.  Keep  giving  her 
goat’s  milk  three  times 
a  day  and  along  with  it 
keep  giving  this 
medicine. 


6.  D.  Trai  mahlne !  paihle 

ky3  ndhf  8  aeaP  fih 
dawai  ISllai  te  tinnS 
dinS  tikar  akkhit  wioo 
panda  ja,  car  werl 
dihare  wicc,  te  dh  de 
picche  eh  plli  malham 
la.  (5ee  Appdix.p.  124.) 

7.  D.  KyS  mai,  tere  waste 

ki  kar§,  accha,  kuri 
mail  hoi  e  ?  B.  Ohnfl 
tili  e,  tinn  mahlne  t8 
kass  carhdi  rShi  e. 

8.  D.  Oho  wacari,  aje  wi 

kass  carhdi  su  P  Hatth 
wekkhan  t8  pata  lagg- 
da  e  pai  aje  wi  e,  jibh 
kaddh  kakie,  has  thik 
e,  ehnS,  bakra  dnddh 
roz  trai  weri  pial  kart, 
te  eh  dawai  wi  nal5 
nal  dendi  ja. 


Lesson  XXVIII. 


T.  We  must  write  to¬ 
day,  let  us  get  pens, 
paper  and  ink,  and  let 
us  write.  P.  Very 
well,  wo  have  pens,  ink 
and  paper. 

T.  Write  now,  I  am 
writing,  what  am  I 
doing  ?  P.  You  are 
writing.  I,  too,  am 
6 


1.  M.  Ajj  asS  zarur  likkh- 

na  e,  kalam  te  shiahi 
te  kagat  IdllSiye 
te  likkhiye.  S.  Cah- 
ga  ji,  sadde  kol 
par  te  shiahi  te  kagat 
hain. 

2.  M.  Hun  likkho,  mai 

pea  likkhna  w§,  mat 
ki  pea  karha  wSP  S. 
Tust  pae  likkhde  5, 


82 


PANJABI  GRAMMAE. 


writing. 

3.  T.  You  write  very  well. 

Do  you  write  Panjabi  as 
well  as  you  write  Eng¬ 
lish  1  P.  No,  I  have 
been  writing  English 
for  many  viJars  and  I 
am  only  now  beginning 
to  write  Panjabi. 

4.  T.  Madam  writes  very 

well.  She  writes  better 
than  some  others.  P. 
Yes,  she  writes  better 
than  I  do,  she  writes 
very  well. 

5.  T.  Did  she  write  this 

letter  ?  P.  Yes,  she 
wrote  this  letter  yester¬ 
day.  T.  Who  wrote 
this  letter  yesterday  ? 
P-  Madam  wrote  that 
letter  yesterday. 

6.  T.  When  did  you  come 

here  1  P.  1  came  at 
nine  o’clock.  When 
did  you  come  ? 

7.  T.  I  came  at  nine  too. 

When  did  you  eat 
breakfast  ?  P.  At 
eight  o’clock.  T. 
When  did  you  get  up  ? 
P.  I  got  up  this  morn¬ 
ing  at  half  past  six. 

8.  T.  I  got  up  at  five. 


ma:  wi  likkhna  wt 
pea. 

3.  M.  Bara  haccha  likkh- 

de  o,  jikan  Aiigrezi 
likkhde  o,  ose  tarhi 
Panjabi  wi  likhde  o? 
/S'.  Nehl,  Angrezi 
te  mai  banbt  warhba 
tS  iil^na  wa  te 
Panjabi  to  a.ie  huae 
shuru  kiti. 

4.  M.  Memsabb  hori  bara 

haccha  likkhde  n§, 
kaiS  t6  canga  likhde 
ni.  /S'.  Aho,  oh  mere 
nalo  wall  likhde  ni, 
oh  bara  sohna  likhde 
ni. 

5.  M.  Bh  citthi  ohnS  lik- 

khi  ?  8.  Aho  kail  lik- 
khi  sane.  M.  Eh 
citthi  kali  kis  likkhi  ? 
8.  Memsahb  hora  oh 
citthi  kali  likkhi  si. 

6.  M.  Tusi  kadi  etthe  ae 

sao  ?  8.  Mai  nau 

waje  aea,  tusi  kad5 
ae  ? 

7.  M.  Mai  wi  nau  waje 

aia,  tusS  hazri  kadi 
khadhi  ?  8.  Atth 

waje.  M.  UtthekadO 
sao  ?  8.  Ajj  fajri  mai 
sacpie  che  waje  utth- 
&a, 

8.  M.  Mai  panj  waje  ut- 


PANJABI  grammar. 


83 


When  do  you  retire  ? 
P.  About  ten,  and 
you  ? 

9.  T.  I,  too,  go  to  bed  at 

ten,  what  time  did  the 
teacher  go  home  yester¬ 
day  ?  P.  He  went 
home  at  four. 

10.  T.  Did  you  get  your 

foreign  mail  yesterday  ? 
P.  Yes,  it  came  in 
the  morning. 

11.  T.  How  many  letters  did 

YOU  get  ?  P.  I  got 
three  and  Madam  got 
five.  Did  you  get  any¬ 
thing  else  ?  P.  Yes, 
we  got  books,  papers 
and  cards. 

12.  T.  Where  did  they  come 

from  ?  P.  Some  from 
England,  some  from 
•America,  and  some  of 
them  from  Italy.  Two 
were  from  my  home. 

13.  T.  Were  there  no  Indian 

letters  ?  P.  Yes,  there 
were  two.  T.  Who 
brought  them  ?  P.  The 
po.stman  brought  them. 

14.  2'.  Did  he  bring  any 

for  me  '{  P.  No,  he 
gave  me  none  for  you. 
T.  Did  you  ask  him  ? 
P.  Yes,  I  did,  but  he 


thea  sS,  tusi  saunde 
kadS  o  ?  S.  K6i 
das  waje  de  nere 
trere,  te  tusi  ? 

9.  Ji.  Mai  wi  das  waje 
saunna  wg,  kail  astad 
kehre  wele  ghar  gea 
si?  S.  Oh  car  waje 
ghar  gSa. 

10.  J/.  Kali  wiiaiti  dak 

mill  saje?  S.  Aho, 
sawere  ai  si. 

11.  M.  Kinnia  citthia  milia 

saje?  .S'.  Menfi  trai, 
te  memsahb  horS  nS 
panj.  M.  Horwi  kujjh 
mileasaje?  8.  JI  ah, 
sanfl  katabi  te 
akhbara  te  kat  mile 
san. 

12.  M.  Uh  kitthB  ae  san  ? 

8.  Kujjh  InglistanB, 
kujjh  Amrika  tg  te  kujjh 
Itali  t6 ;  do  mere  ghard 

13.  M.  Es  mulWi  dia  koi 

citthia  nehi  san?  S'. 
Aho,  do  san.  M.  Kis 
andia  san  ?  8.  Dak- 

wale  leandia  san. 

14.  M.  Mere  waste  wi  koi 

leandia  ?  8.  Nehi, 

tuhadde  waste  m^nU 
koi  n&hi  ditti.  M. 
Tusd  pucchea  si  ?  .s'. 


84 


PANJABI  GBAMMAB. 


said  there  were  none 
for  you. 

15.  T.  Write  these  letters, 
hold  your  pen  thus, 
make  that  letter 
straight,  make  this 
letter  round.  Put  the 
dots  under  that  letter, 
put  the  points  over 
those  letters.  The  ink 
is  too  thick,  I  will  put 
some  water  in  it.  Let 
us  get  some  blotting 
paper  next  time.  Now 
that  is  enough  for  to¬ 
day. 

Lesson 

1.  T.  Good  morning.  P. 

Good  morning,  is  it 
nine  o’clock  ?  T.  Yes, 
nine  comes  quickly. 
Let  us  write  again  to¬ 
day.  P.  Here  are  pen 
and  paper.  Show  me 
how  to  write  “  swad.  ” 

2.  T.  Do  you  wish  to  learn 

it  now  ?  P.  Yes,  I 
want  to  learn  to  write, 
but  still  more  to  talk. 
Talking  first  and  then 
writing. 

3.  T.  Good,  let  us  write  the 

things  that  you  know 
already.  P.  Yes,  that 
will  be  right. 


Ah5  pucchSa  si,  par  58 
akhbadhnSdl  kdl  n5hl, 
a^e.  (5ee  Gram.p.74.) 

15.  M.  Eh  harf  likkhd, 
kalam  ain  phard,  5h 
harf  siddha  banad,  ji, 
eh  harf  gol  banad,  ds 
half  heth  nukte  pad, 
ohni  harft  de  utte 
dande  banad.  Shiahi 
sahhni  e,  mal  panl 
panna ;  agli  wari  kujjh 
blatih  (siahi-oatt) 
Idawiye,  hun  ajj  waste 
bara  e. 

XXIX. 

1.  -1/.  Salam  ji.  S'.  Salam, 

nau  wajj  gae  nl  ?  M. 
Ji  ah,  nau  jaldi  wajj 
jande  nl,  ajj  as!  pher 
likkhiye.  S.  Ah 

wekht  kalam  te  kagaz. 
Menu  suad  dassd. 

2.  M.  Hun  sikkhna  cahn- 

de  o  ?  Ahd,  par 

likkhna  sikkhan  nald, 
mai  bdlna  waddh  sik¬ 
khna  cahnna  wS, 
paihle  bdlna,  magarl 
likkhna. 

3.  J/.  Cahgaji,  as!  dhi gal¬ 
ls  likkhiye  jchria  tuha- 
nQ  agge  aundia  nl. 
Ahd  ese  tarha  e. 


PANJABI  GRAMMAR. 


85 


4  T.  This  is  a  good  pen, 
hold  it  thus  and  write. 
P.  It  is  hard  to  write 
this  language. 

5.  T.  First  write  these 

simple  vv  ords,  and  then 
the  harder  ones. 
Madam  writes  nicely, 
she  will  write  Panjabi 
well.  P.  Yes,  she 
writes  well. 

6.  T.  You  will  write  one 

hour  to-day.  P.  Shall 
we  write  an  hour  to¬ 
morrow  ? 

7.  T.  Yes,  I  will  come  at 

nine  and  we  shall  write 
till  ten.  P.  It  is  bard 
to  learn  to  speak  and 
write  Panjabi. 

8.  T.  Yes,  it  takes  a  great 

many  days  of  hard 
work.  Is  this  ink 
good  ?  I  got  it  from  a 
good  shop.  P.  It  does 
not  seem  to  me  good. 

9.  T.  It  is  too  thick.  P. 

Shall  I  put  water  in  ? 
T.  Yes,  it  needs  more 
water,  put  some  in. 

10.  T.  Is  thi.s  English  ink  ? 
•S'.  No,  it  is  country 
ink.  J\  Who  makes 


4.  yi.  Eh  kalam  cahgi  e, 

ain  pharke  likkhd.  S. 
Es  zaban  da  likkh^a 
aukkha  e. 

5.  M.  Paihle  eh  sukhalle 

lafs  likkho,  te  pioohe 
jehre  aukkhe  n§,  mem- 
sahb  bara  accha 
de  n§,  oh  Panjabi 
thlk  likkhange.  S. 
Ah5,  haccha  likhde 
n§. 

6.  yi.  Ajj  ikk  ghainta 

likkhoge.  8.  Bhalke 
wl  ghainta  likkhiyS  ? 

7.  M.  Aho  ji,  malnatiwaje 

awiga,  te  das  waje 
tikar  likkhSgS.  8. 
Bari  muskal  nal  asi 
Panjabi  bdlnl  te 
likkhnl  sikkh  sakne 
L 

8.  yj.  Aho  jl,  bauht  dini 

tikar  sakht  mehnat 
karnl  paindl  e,  Sh 
shiahl  cahgi  e  ?  Mai 
cangl  hatU  tS  lei  si. 
•S'.  Mbntl  cangl  neh) 
japdl. 

9.  M.  Bari  safihpl  e.  8. 

Mai  pan!  pS  ?  M. 
Aho  ji,  pan!  di  16r  e, 
thorsl  jeha  pao. 

10.  J7.  Eh  Angrgzl  shiahl 

e  ?  S.  Nohi,  dosi  shiahl 
c.  >.  Bananda  kau7.i 


86 


PANJABI  GRAMMAR. 


it  ?  T.  I  do  not  know. 
I  always  get  it  at  the 
shop. 

11.  T.  Write  slowly,  now 

write  this  word  again. 
That  letteris  well  made, 
this  is  crooked, see, there 
are  points  over  this 
letter.  That  letter  has 
points  under  it.  There 
aretwo  points  over  that 
letter.  Make  this  part 
of  this  letter  straight. 
This  is  a  curve. 

12.  P.  Now  we  ought  to  stop, 

let  us  talk.  T.  Yes, 
it  i.s  ten  o’clock  now', 
we  must  read. 

13.  P.  No,  let  us  talk  first. 

First  talking,  then  read¬ 
ing.  T.  Yes,  children 
learn  to  talk  before  thej- 
learn  to  read,  so  you 
do  the  same. 


Lesson 

1.  T.  Can  YOU  read  English  ? 
P.  Yes,  T  read  English 
easily,  but  not  Panjabi. 


T.  Did  you  leai  11  to  speak 
Engli'^h  from  reading 


e?  M.  MSnfi  n6hi 
pata,  mal  hatti  t6 
lenna  hunna  wl. 

11.  M.  Zara  haidl  haul! 

likkho  eh  lafs  pher 
likkho,  oh  harf  cahga 
ban§a  hofea  e,  eh  harf 
(Uhga  e,  wekho  gs 
harf  de  uttS  nukte  n§, 
te  oh  de  heth  nukte 
n§,  6s  harf  de  utte  do 
nukte  ne.  Harf  de 
es  hisse  nd  siddha 
banao,  eh  g61  e. 

12.  S.  Hun  chaddna  ca- 

hida  e,  hun  galli 
kariyg.  M.  Ah6  ji, 
hun  das  waj  gag  nS, 
hun  parhnft  cahlda  e. 

13.  S.  Nehi  paihlg  galli 

kariye,  parhn  t8 
paihle  galli  karidli 
ni.  M.  Anapg  paih¬ 
lg  bSlna  sikhdg  nS, 
te  magarS  parhna, 
tussi  wi  ese  tarhi 
kargo. 

XXX. 

1.  M.  Tusi  Ahgrezi  parh 

sakde  6  ?  S.  Angrg- 
zi  te  mai  asani  nal 
parh  sakna  wS,  par 
Panjabi  n6h!  parh 
sakda. 

2.  M.  Tusa  parh  parhke 

Ahgrezi  sikkhi  ?  8. 


PANJABI  QBAMMAR. 


87 


it  ?  P.  No,  I  learned 
it  from  my  parents  by 
talking. 

3.  T.  All  languages  ought 

to  be  learned  this  way 
— by  the  ear.  No  one 
can  get  a  language 
through  the  eye  from 
a  book.  P.  Oh  yes, 
we  learn  Latin  and 
Greek  from  our  books. 

4.  T.  Do  you  speak  Latin 

and  Greek  ?  P.  No, 
but  we  learn  lessons 
from  our  books. 

5.  T.  Yes,  lots  of  people 

study  lessons  from 
books,  but  no  one  can 
learn  to  speak  this  way. 
You  must  hear  the 
sound  of  the  words. 
You  learned  English 
from  your  mother.  You 
learn  Panjabi  from 
Panjabis. 

(3.  T.  Can  you  open  the 
door  ?  Sa^”^  it  this  way. 

1  can  open  the  door. 
T.  Can  you  shut  the 
door  ?  P.  I  can  shut 
the  door. 

7.  T .  Can  3  0U  sit  on  this 
chair  ?  P.  Yes,  I  can 
sit  on  tills  chair. 


Nehi,  mapeS  k6l8  bol- 
boldea  sikkhi  si. 

3.  M.  Saris  bollt  ese  tarht 

sikkbnia  cahidii  nS, 
sun  sunke.  Kdi  kata- 
ba  parh  parhke  neh! 
sikkh  sakda.  S.  Ah5 
asl  Latini  te  Yunani 
parh  parhke  sikhne  S. 

4.  Ji .  Latini  Yunani  bol 

sakde  6?  S.  NShi, 
par  sabak  katabS  t8 
yad  karne  t. 

5.  M .  Baiiht  sare  16k  ka- 

taba  tS  sabak  yad  kar- 
de  n§,  par  koi  bolna 
es  tarht  nehl  sikkh 
sakda.  GallS  sun- 
niS  cahidia  ne.  Ah- 
gresi  tusS  apni  mt 
kolS  sikkhi,  Panjabi 
Panjabis  k616  sikhde 
o. 

0.  M.  Buha  lah  sakde  6  ? 
ain  akho,  mai  buha 
lah  sakna  wS.  S. 
Mai  btiha  lah  sakna 
wa.  M.  Buha  mar 
•  sakde  0  ?  S.  Mai 
buha  mar  sakna 
wS. 

7.  M .  Es  kursi  utte  baih 
sakde  6  ?  S.  Ah5,  es 
kursi  te  baih  sakna 


PANJABI  GBAMIMAR 


88 

8.  T.  Can  I  take  a  book  oil 

the  table  and  put  it  on 
the  chair  ?  P.  Yes, 
you  can  take  a  book  off 
the  table  and  put  it  on 
the  chair. 

9.  T.  Can  a  boy  sit  all  day 

on  a  chair  ?  P.  No, 
a  boy  cannot  sit  all 
day  on  a  chair, 

10.  T.  Can  you  tell  the  time 

by  the  clock  ?  P. 
Yes,  it  is  eleven  o’clock- 

11.  T.  Can  you  play  bat  and 

ball  ?  P.  Yes,  I  can. 

12.  T.  Can  all  Americans 

play  bat  and  ball  ?  P- 
No.  not  all  can  play. 
Madam  is  an  American 
and  she  cannot  play. 
Most  boys  play  bat 
and  ball  at  school. 

13.  T.  Gan  you  see  what  is 

in  my  hand  ?  P.  Yes* 
it  is  a  watch.  T.  Can 
you  hear  it  tick  ?  P. 
Yes,  it  says  tick,  tick, 
tick. 

14.  T.  Can  you  see  its 

hands  ?  P.  Yes,  I  see 
its  hands.  It  has  three 


8.  M.  Mai  kitab  mez  tS 

cukkke  kursi  utte 
rakkh  sakna  wa?  S. 
Abo,  tusi  katab  mez 
t5  cukkke  kursi  utte 
rakkh  sakde  6. 

9.  Sara  din  -munda 
kursi  te  baih  sakda  e  ? 
S.  Nehi,  sara  din 
munda  kursi  te  nShl 
baih  sakda. 

10.  M.  Tusi  ghari  wekhke 

■wrakat  dass  sakde  6  ? 
•S.  Aho,  yara  waje 
nl. 

11.  yi.  Mhehnft  talla  khed 

sakde  5?  -S.  Aho 

khehnd  talla  khed 
sakna  wt. 

12.  a/.  Bare  Amriknie 

khebnfi  talla  khed 
sakde  nl  ?  .9.  Neh! 

sure  nobi  khed  sakde, 
raemsahb  Anirika  de 
nl,  te  oh  nehi  khed 
sakde, munde  to  askhar 
skule  khehna  talla 
khecide  n§. 

13.  .1/.  Tusi  -wekh  sakde  6 

pai  mere  hatth  wicc 
kie?  -S.  Jiah,  ghari 
e.  Tik  tik  sun 

sakde  6  ?  S.  Aho,  tik 
tik  kardi  e. 

14.  M.  Suia  dissdiS  je? 

S.  Aho,  trai  suifi  su. 
M  Kehricaldie?  S. 


PANJABI  GRAMMAR. 


89 


hands.  T.  Which  one 
is  moving  ?  P.  The 
little  one  appears  to  be 
moving. 

15.  T.  Do  you  write  to  Amer¬ 
ica  ?  P.  Yes,  I  write 
to  America  every  week. 
16  T.  Can  you  thi-ow  and 
catch  a  ball  ?  P.  Yes, 
I  can  throw  and  catch 
a  ball. 

17.  T.  Can  a  cow  write  ?  P. 

No.  a  cow  cannot  write. 
T.  Can  a  horse  drink  ? 
P-  Yes,  a  horse  and  a 
cow  can  eat  and  drink. 

18.  T.  Do  horses  drink  tea 

or  liquor  ?  P.  Horses 
drink  water.  T.  What 
do  cows  eat  ?  Cows  eat 
hay,  gra.ss  and  grain. 

19.  T.  What  do  you  eat  ? 

Can  you  eat  ghi  ?  P. 
No,  I  eat  meat,  flour, 
and  vegetables,  but  not 
ghi. 

Lesson 

1 .  T.  Good  morning,  may  I 

come  in  ?  P.  Yes, 
certainly.  Come  in. 
Good  morning. 

2.  T.  Please  take  your  pen 

and  ink  and  write.  P. 


Nikki  caldi  dissdi  e. 


15.  M.  Tusi  Amrike  nfi 

likhde  6  ?  S.  Aho  ji, 
atthT  dini  likhna  wa. 

16.  M.  KhehnQ  sutt  sakde 

6  te  jhop  sakd§  6?  S. 
Aho  khehnft  suit  wi  te 
jhop  wi  sakkna  wS. 

17.  M.  GS  likkh  sakdi  e? 

iS.  Nehl,  gt  nehl 
likkh  sakdi.  31. 
Ghora  pi  sakda  e  ? 
.8.  Aho,  ghora  te  ga 
kha  pi  sakde  ni. 

18.  .V.  Ghore  eah  yS 

sharab  pi  sakde 
n§  ?  S.  Gh5re  pani 
pinde  n§.  JI.  Gai^ 
ki  khandia  nS  ?  S. 
Gaia  bhoh,  ghkh, 
dana  khandit  nS. 

19.  .1/.  Tusi  ki  khande  6? 

Gheo  kha  sakde  6  ? 
.8.  Nehl,  mai  g5sht, 
ata  te  sabzi  khanna 
hunna  wS,  ghe6  neh! 
khanda. 

XXXI 

1.  Jf.  Salam  sahb,  main 

andarawa?  <8.  Ahoji 
zarur  lange  a  jao, 
salam. 

2.  M.  Mehrbani  karke 

kalam  dawat  laike 


PANJABI  GRAMMAR. 


9(' 

Shall  I  write  yester- 
da}'’s  lesson  ? 

3.  T.  Yes,  you  may  write 

that  and  a  new  one  too. 
P.  May  I  write  the  old 
lesson  first  ? 

4.  T.  Yes,  and  take  this 

paper  to  write  on  if  you 
wish.  P.  May  I  sit  by 
the  door  ? 

5.  T.  Yes,  there  is  more 

light  there.  Madam 
may  write  too.  P.  May 
we  put  these  chairs  and 
table  by  the  door  ?  T. 
I  will  place  them. 

fi.  P.  "iay  I  take  these 
books  off  the  table  ? 
T.  Yes,  if  they  are  in 
your  way. 

7.  P.  May  I  stop  w’riting 

now  ?  It  is  ten  o’clock. 
T.  Yes,  you  stop  now. 

8.  P.  May  we  go  to  the 


likkhc.  S.  Mai  kali 
da  sabak  likkhS  ? 

3.  M.  Ji  ah,  oh  wi  likkho 

te  ikk  nawa  wi  likkho. 
S.  Mai  pishla  sabak 
paihle  likkha  ? 

4.  M.  Ji  ah,  te  eh  kagat 

wi  bhawe  likkhap. 
waste  lellS.  S.  Mai 
buhe  kcl  bawhS  ? 

5.  M.  Ji  ah,  Otthe  16 

waddh  e.  Memsahb 
wi  likkhan.  S.  As! 
mez  te  kursia  bdhe 
kol  rakkhiye  ?  M. 
Mai  rakkh  dennS. 

6.  S.  Eh  kitaba  mal  mez 

t6  cukkS?  M.  Ah6 
ji,  je  taklif  dendiS  nS 
te. 

7.  S.  Hun  mai  likkhna 

chadd  deS  ?  Das  waj 
gae  ne.  M.  Ah6  ji, 
hun  chadd  de6. 

8.  S.  Ajj  as!  bazar  jaiye? 

Tub!  wi  nal  ja5de  ? 
M.  Je  akho  te. 


market  to-day  ?  Will 
you  go  with  us  ?  T. 

Yes,  if  you  wish. 

They  go  to  the  market  and  the  teacher  describes  the  various 
things,  or  it  maj'  be  better  to  use  pictures  to  describe  from. 

Lesson  XXXII. 


1.  T.  We  must  write  more 
to -da}'  than  we  did 
yesterday.  P.  Indeed ! 


1.  M.  Ajj  sand  kali  naiS 
waddh  likkhna  pawe- 
ga.  S.  Hala,  mera 


PANJABI  GRAMMAR. 


91 


I  thought  that  wewrote 
enough  last  time. 

2.  T.  Butyou  should  write 

more  and  more  every 
day  so  that  you  may 
learn  to  write  nicely. 
P .  Yes,  I  must  learn 
to  write  and  read  well 
so  that  I  may  read  and 
write  letters. 

3.  T.  Yes,  you  must  write 

me  a  letter  soon.  I 
will  show  yon  a  copy. 
P ■  Let  us  not  write 
too  long  for  I  must  go 
to  the  bookshop  and  get 
a  copy-book. 

4.  T.  Is  the  old  book  full  ? 

P.  It  is  almost  full. 

5.  T.  What  did  you  paj'^ for 

it  ?  Six  pence  ?  That 
is  too  dear.  We  must 
go  to  another  shop.  P. 
Find  a  good  shop. 
T.  I  think  I  know  a 
place  that  sells  cheap. 

6.  T.  You  must  write  more 

slowly.  This  is  not  so 
good.  P.  It  is  better 
than  the  first. 

7.  T.  True,  but  you  must 

make  great  progress 
both  in  writing  and 
speaking.  P.  Right ! 


^ial  si  kail  o5kha 
likkhea. 

2.  M.  Par  r6z  waddli 

likkhna  cahida  e,  pal 
tusS  canga  likkhpa 
sikkho.  S.  Menfl  thik 
likkhna  parhna  sikkh* 
na  cahida  e,  pai  mal 
citthia  likkht  te  parhS. 

3.  M.  Aho  ji,  thOrexCir 

picche  tuhauft  mere 
wall  eitthi  likkhnl 
cahidi  e,  mal  tuhanfl 
namuna  dassSgS..  8. 
Bauht  cir  na  likkhiye, 
mai  hatti  te  jake  nawf 
kapi  laini  e. 

4.  M.  Purani  mukk  gei 

e  ?  8.  Karib  karib 
mukk  gei  e. 

5.  M.  Kinni  paisi  lei  je  ? 

Chi  ani  ?  ehe  ane 
waddh  ni,  kise  hor 
hatti  te  jaSge.  8. 
Koi  cahgi  hatti  labbh 
lao.  M.  Ikk  m&nfl, 
shait  dukan  yad  e, 
jitthe  sasta  weode  n§. 

6.  2’!..  Hor  hauli  hauli 

likkho,  eh  onna  wall 
nehl  e.  8.  Paihle 
nal6  wall  e. 

7.  M.  £h  te  gall  thik  e, 

par  hun  likkhaig  wico 
te  bdlan  wico  bari 
tarakki  karni  ofihidl 


92 


PAK.TABI  GRAMMAR. 


We  will  have  to  speak 
more  every  daJ^ 

8.  T.  You  make  a  practice 

of  speaking  the  hard 
words  rapidly.  P.  Well, 
you  must  teach  us. 

9.  T.  I  ought  to  come  ear¬ 

lier  in  the  morning,  so 
that  we  can  do  more. 

P .  Oh  no,  do  not  come 
any  earlier  than  this,  for 
we  should  have  some 
time  for  other  things. 

T.  Very  well,  I  must  go 
now.  P.  Must  you  ? 
Ts  the  time  up  ?  /  I*.  I 
must  go  a  little  early  to¬ 
day.  May  I  go  now  * 

P .  Yes,  you  can  go  and 
we  will  go  somewhere 
and  take  a  walk.  We 
ought  to  walk  more. 

Lesson  1 

1-  T.  Here  is  a  book. 
Whose  is  it  ?  P.  It  is 
mine.  This,  too,  is  my 
book.  T.  Are  these, 
too,  your  books  ?  P. 
Yes,theseare  our  books, 
but  these  are  yours. 

2.  T.  Jhandasaid  that  these 
books  were  his.  Is  it 
true  ?  P.  Yes,  they 
are  his.  T.  Have  you 
any  books  like  Jhan-  ■ 
da’s  ?  P.  Yes,  there 
are  some  like  his. 


e.  8.  Thik  e,  sanfl  roz 
waddh  bolna  pawega  e. 

8.  M.  TusI  aukhe  aukhe 
lafs  cheti  bolea  karo. 
8.  Hala  tusi  sanfi 
dasso. 

8.  M.  Menu  sawele  auna 
cahida  e,  tS  asl  waddh 
kamm  kar  sakiye.  8. 
Nehl,  eda  sawele  na 
ao,  sanfi  horna  kamma 
waste  wela  cahida  e. 

10.  M.  Bauht  aecha,  hun, 
ji,  mSnS  jana  e.  8. 
Hala,  weia  ho  gea  e? 
M.  Aij  mSnu  zara 
sawere  jana  e,  hun  mai 
jawa?  8.  Haccha  ji, 
jao,  te  asi  kitle  jake 
sair  karSge,  sair 
waddh  karna  cahida  e. 

XXIII. 

1.  M.  A.h  wekha  katab  e, 

kih  di  e  ?  8.  Meri 

e,  eh  wi  meri  e.  Eh 
wi  tuhaddia  kataba 
ni?  8.  Aho,  eh 
saddia  ne,  par  5h 
tuhaddia  ni. 

2.  M.  Jhande  akhea  eh 

meria  kataba  ne,  sacoi 
gall  e  ?  8.  Aho,  ose  dia 
ne.  M.  Tuhadde  kol 
kujjh  Jhande  dia 
katabU  jehiS  hain  ?  8. 
Ji  ah,  kujjh  te  hain  ne. 
{See  Gram.,  p.  56.) 


PANJABI  GRAMMAK. 


93 


3  T.  Pira  and  Jhanda  gave 
me  their  books  yester¬ 
day  Here  they  are. 
P.  Those  1  Those 
books  are  not  theirs.  I 
beg  your  pardon,  those 
are  mine.  These  are 
their  books. 

4.  T.  Yes,  I  was  mistaken. 

That  is  right.  These 
belong  to  you  and  those 
are  theirs.  This  is 
Amar's  book.  P.  Yes, 
and  that  is  Pira’s. 

5.  T.  Give  me  Pira’s  book 

and  Jhanda’s  pen  and  I 
will  give  them  to  them. 
P.  Never  mind,  I  will 
give  them  back  myself. 

6.  T.  All  right,  you  may 

return  them.  P.  Shall 
I  go  now  and  return 
them  ? 

7.  T.  No,  not  now.  Make 

another  sentence  like 
that.  P.  May  I  come 
and  get  the  book  ? 

8.  T.  Now  make  another 

sentence  still.  P.  Let 
Peter  come  and  I  will 
give  him  the  book.  T. 
Another.  P.  Let  me 
sit  on  this  chair.  Let 
me  take  the  book  from 
the  table  and  then  I  will 
put  it  on  the  chair. 


3.  M.  Pire  te  Jhande  kail 

menn  apnla  kataba 
dittia,  eh  ng.  S.  Oh  ? 
muaf  karna,  Oh  ohni 
dia  nehl,  oh  meria  ng, 
ohnS  dig  eh  nl. 

4.  .1/.  Aho,  mal  galtl  kiti 

si,  thik  e,  eh  tuhaddig 
ng,  te  oh  ohnS  dia,  eh 
Amar  di  kitab  e.  S'. 
Aho,  te  eh  Pire  di  e. 

5.  M .  Menft  Pire  di  katab 

te  Jhande  da  par  de 
deo,  mai  ohna  nfi  de 
chaddaga.  S.  Eliair 
mihr  e,  mai  ape  de 
deSga.  '* 

6.  M.  Cahga  ji,  tusi  d§ 

deo.  S.  Mai  hune 
jake  parta  deS  ? 

7.  3/.  Aje  nehi.  Ehojeha 

ikk  hor  flkra  banao. 
S.  Mai  hune  ake 
katab  lellt  ? 

8.  Ji.  Aje  wi  ikk  hor 

banao.  <S.  Pire  nft  a 
lain  deho,  te  mai  ohnft 
katab  de  deSgS.  M. 
Aje  ikk  hor.  S.  Maind 
es  kursi  te  baihn  de6. 
Mend,  mez  td  katab 
cukkan  deo,  te  tS  mai 
kursi  te  rakkhaga. 


94 


PANJABI  GRAMMAR. 


9.  P.  May  I  walk  to  the 
door  and  open  it  ?  May 
I  go  to  the  door  and  shut 
it  ?  Let  me  have  your 
pencil.  Let  me  write  a 
letter.  Let  me  eat  this 
bread.  Let  Peter  drink 
this  water. 

10.  T.  Very  well,  again. 
P.  Throw  the  ball  and 
let  me  catch  it.  Let  us 
go  and  play  ball.  Let 
us  go  to  school.  Let  us 
write  Arabic  to-morrow. 
Let  us  read  A  rabic  again . 
Let  us  talk  Panjabi  the 
whole  time.  Let  us  go 
to  the  city  and  get 
books  for  writing.  Let 
the  boys  and  girls  go 
home.  Let  the  girls 
write  a  letter  to  their 
teacher. 


9.  S.  Mai  btiha  jake 

lahS  ?  Maf  buha  jake 
naara  ?  Menu  apni 

riil  wikhao.  Mainfi 
citthi  likkhan  de6. 

Mainu  eh  rot  i  khan  de6. 
Pira  oh  pani  pie  ? 

10.  J/.  Bauht  accha,  ikk 

hor.  S.  Gend  sutto 
te  mai  jhop  ig.  Asl 
jake  gend  nal  khed- 
iye.  Asi  skule  callye, 
bhalke  asi  Arbi  likk- 
hiye.  As!  Arbi  pher 
parhiye.  As!  sara 
wakat  Panjabi  bSliye. 
As!  shaihr  jake 
likkhanwalig  katabS 
leawiye.  Munde 

kuria  ghar  jan,  kurig 
apne  ustad  wall  citthi 
likkhan. 


Lesson  XXXIV. 


1.  T.  Let  us  make  some 
more  sentences.  I 
want  you  to  say  what  I 
say.  P.  You  do  what 
I  do. 

(Begin  all  the 
oahnna  wS  pai,' 

Panjabi  unless  both  nominatives 

2.  T.  That  is  right,  I  want 
you  to  take  what  I 


1.  M.  As!  hgr  fikre 
banaiye.  Mai  cahnna 
wg  pai  j5  ku,7jh  mai 
akha  tusl  akhQ.  S. 
Jo  kujjh  mai  karg.tus! 
karO. 


following  sentences  with  the  words  “ir 
which  are,  however,  generally  omitted 
are  of  the  third  person.) 

2.  M.  Thik  e,  j6  kuj 
mai  Ig,  tus!  lao. 


PANJABI  grammar. 


95 


take.  P.  I  want  you 
to  give  what  I  give. 

3.  T.  I  want  her  to  give 

what  I  give.  P.  I 
want  her  to  drink  what 
I  drink. 

4.  T  I  want  her  to  eat 

what  I  eat.  P.  I  want 
her  to  bu}'^  what  he 
buys. 

5.  T.  I  want  him  to  eat 

what  I  eat.  P.  I  want 
him  to  sell  what  I  sell. 

6.  T.  I  want  him  to  teach 

what  I  teach.  P.  I 
want  the  girls  to  do 
what  I  do. 

7.  T.  Now  another  kind  of 

sentence.  I  want  him 
to  go  where  I  go.  P.  I 
I  want  her  to  go  where 
you  go.  T.  I  want  the 
boys  to  sit  where  I  sit. 

S.  T.  I  want  them  to  stay 
where  I  stay.  P.  I 
want  you  to  sleep  where 
I  sleep.  T.  He  wants 
me  to  work  where  you 
work.  P.  I  want 
them  to  eat  where  I 
eat. 


Jo  kujjh  mai  deS,  tusi 
deo. 

3.  M.  JO  kujjh  mai  deS,  5h 

de.  S.  Jo  kujjh  mai 
pit  5h  pie. 

4.  M.  Jo  kujjh  mai  khSwS 

oh  khae.  8.  Mai 
cahnna  wS  pai  j6 
kujjh  6h  mull  lae,  6h 
wi  mull  lae. 

5.  M.  Jokujjhmalkhawa, 

oh  khae.  8.  Jo  kujjh 
mai  weca,  oh  weee. 

6.  M.  Jo  kujjh  mai 

sikb.annS,  5h  sikhae. 
(S'.  Jo  kujjh  mai  karS, 
kuria  wi  karn. 

7.  M.  Hun  hor  tarS  da 

flkra.  Mai  cahnna 
wS  pai  jitthe  mai 
ja,  6h  wi  jae.  8. 
Jitthe  tusI  jao,  oh  wi 
jae.  M.  Jitthe  mai 
bawhS,  otthe  munde 
wi  baihn. 

8.  ilf.  Jitthe  mai,  raha, 

Otthe  oh  raihn.  8. 
jitthe  mai  sawa,  Ot¬ 
the  tusi  san  wo.  M.  Oh 
oahnda  e  pai  mai 
Otthe  kamm  karS 
jitthe  tusi  karde  0. 

8.  Mai  cahnna  wa 
pai  jitthe  mai  khS, 
Otthe  Oh  khan. 


96 


PANJABI  GEAMMAR. 


9.  T.  I  want Jhandatoplay 
where  I  play.  P.  I 
want  Pira  to  play 
where  the  boys  play. 


10.  T.  Now  another  kind.  I 
want  him  to  eat  as 
much  as  I  eat.  P.  I 
want  her  to  do  as  much 
as  I  do.  T.  I  want 
her  to  take  as  much 
as  I  take.  P.  She 
wants  to  take  as  much 
as  I  take. 


11.  T.  Good.  1  want  them 
to  give  as  much  as  I 
give.  P.  I  give  as 
much  as  you  do. 

12  T.  He  sells  as  much  you 
sell.  P.  He  buys  as 
much  as  I  buy.  T. 
She  drinks  as  much  as 
a  man.  P.  The;/ (fern.) 
eat  as  much  as  men. 

13.  T.  The  boys  read  as 
much  as  the  girls.  P. 
They  write  as  much  as 
the  girls.  T.  We  want 


9-  M.  Mai  cahnna  wa  pai 
jitthe  mai  kheddS, 
otthe  Jhanda  khed- 
de.  S.  Mai  cahnna 
wS  pai  jitthe  munde 
kheddan,  Otthe  Pira 
khedde. 

10.  M.  Hun  ikk  hOr  kism. 

Mai  cahnna  wt 
pai  jinna  mal 
kha,  onna  Oh  khae. 
S.  Mai  cahnna  wa 
pai  jinna  mai  kama 
wa,  Onna  Oh  kare.  M . 
Mai  cahnna  wS  pai 
jinna  mai  is  Onna  Oh 
laie.  S.  Oh  cahndi 
e  pai  jinna  mai  la, 
Onna  Oh  laie. 

11.  M.  Bauht  accha,  mai 

cahnna  wa  pai  jinna 
mai  dea,  Onna  Oh 
den.  S.  Jinna  tusl 
dende  0,  Onna  mai 
dOnna  wa. 

12.  M.  Jinna  tusi  wecde 

0,  Onna  Oh  wecda  e. 
S.  Jinna  mai  mull 
lainna  wa,  Onna  Oh 
mull  lenda  e.  M. 
Oh  jane  jinna  pindi 
e.  S.  Oh  janes  jinna 
khandis  ng. 

13.  M.  Jinna  kuris  parh- 
dis  nS,  Onna  munde 
parhde  n§.  S.  Jinna 
kuria  li^idiS  n§. 


PAN.IABl  GRAMMAR. 


97 


as  maay  books  as  they 
have.  P.  They  want 
as  many  books  as  we 
have. 


14.  T.  I  want  as  many  books 

as  you  have.  P.  You 
want  as  many  books 
as  she  has.  T.  He 
wants  as  many  chairs  as 
I  have.  P.  You  want 
as  many  dogs  as  he 
has. 

15.  T.  They  (m.)  want  as 

many  boys  as  he  has. 
P.  They  (f.)  want  as 
many  girls  as  I  have. 
T.  Thou  wantest  as 
many  pens  as  they  have. 
P.  Thou  wantest  as 
many  rugs  as  I  have. 

16.  T.  Bring  me  as  many 

letters  as  he  has.  P. 
Take  as  many  as  Jhanda 
has.  T.  Is  this  book 
as  thick  as  yours  ?  P. 
No,  it  is  as  thick  as 
Jhanda’s. 

17.  T.  Does  Jhanda  run  as 

fastasPira?  P.  Jhanda 
7 


6nna  6h  likhde  n§. 
M.  Jinnig  katabS 
ohnS  k61  n§,  OnniS 

asl  cahnne  S.  8. 
Jinnia  katabS  sadde 
kol  ne,  OnniS  5h 
cahnde  ni. 

14.  M.  JinniSkatabStuhad- 

de  k61  n§  mai  cahn- 
na  wa.  8.  JinniS 
kataba  ohde  k61  n§, 
onnla  tusl  cahnde 
o.  M.  JinniS  kursiS 
mere  k61  ne,  5nniS  Oh 
cahnda  e.  8.  Jinne 
kutte  Ohde  kOl  n§, 
onne  tusl  cahnde  0. 

15.  M.  Jinne  munde  Ohde 

kol  nS,  Onne  Oh  cahn¬ 
de  n§.  8.  JinniS 

kuriS  mere  kOl  nS, 
OnniS  Oh  cShndiS  nO. 
M .  JinniS  kalamS 
ohnS  de  kOl  ni,  OnniS 
ti.  cahnna  S.  8.  Jinne 
galice  mere  kO)  n§, 
Onne  t^  cahnna  §. 

16.  M.  JinniS  Ohde  kOl 

citthiS  nS,  OnniS  mOre 
kOJ  leao.  8.  JinniS 
Jhande  kOl  ne,  OnniS 
lellao.  M.  Eh  katab 
tuhaddi  jeddi  mOti 
e  ?  8.  Nehl,  Jhande 

di  jeddi  mOti  e. 

17.  M.  Jhanda  Pire  jinna 

bhajj  sakda  e?  8. 


98 


PANJABI  GRAMMAR. 


runs  as  fast  as,  or  faster 
than  Pira.  T.  You 
may  sleep  as  late  as 
Amar  does.  P.  As 
late  as  Amar  does  ? 
Never! 

18.  T.  This  cloth  is  as  fine 

as  silk  ?  /■*.  As  fine  as 

silk  ?  Is  it  not  silk  ? 
T.  He  is  as  black  as 
ink.  P.  She  i.s  as  white 
as  snow  (ice). 

19.  T.  This  chair  is  not  as 

high  as  the  table.  The 
table  is  higher  than 
the  chair.  P.  This 
rug  is  not  as  large  as  the 
carpet.  The  carpet 
is  larger  than  the  rug. 
(Door,  small,  window. 
Window,  high,  roof. 
Coat,  big,  yours. 
Hand,  large,  mine. 
Bed,  small,  yours. 
Book,  black,  red,  yours. 
Bread,  good,  Pira’s. 
Cloth,  fine,  that  Horse, 
good,  cow.) 

Change  the  pronouns  of  the 
sentences,  to  other  persons. 


Jhanda  Pire  jinna 
bhajjda  e  yS  waddh. 
M.  Jinna  cir  Amar 
saunda  e  tosl  wi  sau 
sakde  o.  S.  Jinna 
oir  Amar  saunda 
we  ?  Tauba  ji. 

18.  M.  Eh  kapra  patt  jeha 
mahin  e.  S.  Patt 
jeha  ?  ape  patt  nehi 
e  ?  M .  Oh  siahi 
jeha  kala  e.  .S'.  Oh 
barf  (warf)  jehi 
oitti. 

10.  M.  Eh  kursi  mez  jinni 
ucci  nehl.  Mez  kursi 
nal5  ucca  e.  S.  Eh 
galica  dari  jedda 
nehl.  Dari  galice  nalS 
waddi  e.  (Buha, 
nikka,  bari.  Bari, 
ucci,  chatt,  Kot, 
wadda,  tuhadda. 

Hatth,  wadda,  mera. 
Manji,  nikki,  tuhaddi. 
Katab,  kali,  lal,  tuhad¬ 
di.  Boti,  cahgi,  Pire 
di.  Kapra,  mahin,  oh. 
Ghora,  caiiga,  gS.) 

r,st  person  in  the  first  dozen 


Lesson  XXXV. 

Future  (complicated  in  Panjabi). 

1.  T.  T  am  going  to  teach  1.  M.  Hun  mai  nawS 
a  new  lesson  now.  P.  sabak  sikhan  lagga 


PANJABI  GRAMMAR. 


99 


I  am  going  to  learn  a 
new  lesson. 

2.  T.  I  am  going  to  go  to 

the  city  sooh.  P.  I 
am  going  to  go  to  the 
church  soon. 

3.  T.  I  am  going  to  go  to 

the  market  to-day.  ‘  P. 
I  am  going  to  the  Post 
Office 

4.  T.  I  am  going  to  send  a 

letter  home  to-day.  P. 
I  am  going  to  write 
home  to-day. 

5-  T.  I  am  going  to  write  a 
letter  to  the  bookseller 
to-morrow.  P.  1  am 
going  ^  bring  you  a 
letter  from  the  Post 
Office  to-morrow.  I  am 
going  to  send  a  letter 
by  yon  now. 

6.  T.  I  am  going  to  take 

your  letter  to  the  Post 
Office.  I  am  going  to 
buj'  some  books  for 
you.  P.  1  am  going 
to  let  you  buy  some 
books  for  me. 

7.  T.  Why  are  you  going 

to  buy  books  ?  P.  lam 
going  to  read  some  Pan¬ 
jabi  stories.  (The  tea- 


wS.  S.  Mai  nawi 
sabak  sikkhan  lagga 
wS. 

2.  M,  Zara  ku  nd  mal 

shaihr  j&n  lagi.  <S'. 
Mai  zara  ku  nfl  giije 
jan  lagi. 

3.  M.  Ajj  mal  bazSr  ja- 

iga.  .S'.  Mal  dak- 
^ane  jan  lagga  wi. 

4.  M.  Mai  ajj  ghar  ohit- 

thi  likhan  lagga  wi. 

S.  Mal  ajj  ghar  chit- 
thl  likhan  lagga  wi. 

5.  M.  Bhalke  mal  katabi 

wecoan  wale  nS  oit- 
thi  likkhiga.  S.  Mai 
bhalke  tuhadd@  wastb 
dak-khane8  citthl  lea- 
wiga,  hun  mal  tuhad- 
de  hatth  citthi  ghal- 
lan  lagga  wi. 

6.  M.  Mai  tuhaddi  citthi 

dak-kb.ane  lai  jan  lag- 
i.  Mat  tuhadde  lai 
katabi  kharldiga.  S. 
Mai  tuhanfl  apne  jo- 
gli  katabi  kharldan 
deiga. 

7.  M.  TusI  kyfi  katabi 

mull  lain  lagge  6.  A'. 

Mal  koi  Panjabi  ka- 


hanii  parhiga. 
cher  should  change  all  these  pronouns  to  second  and  third 
persons,  of  both  numbers.) 

8.  T.  It  is  going  to  rain  to-  8.  M.  Bhalke  mihwasseg a 


100 


PANJABI  GRAWMAU. 


morrow,  is  it  not  ?  P- 
I  do  not  know. 

9.  T.  Are  you  going  to  the 
mountains  this  year, 
or  to  the  seashore  ?  P. 
We  are  not  going  any¬ 
where  this  summer,  I 
think  ;  but  we  may  go 
to  the  mountains. 

10.  T.  Will  you  go  to  the 

citj'  with  me  to-morrow  ? 
P.  I  shall  not  be  able 
to  go.  T.  Why  can’t 
you  go  ?  P.  I  shall 
be  writing  letters  to 
America  to-morrow. 

11.  T.  Jhanda  is  going  with 

me  to  buy  clothes. 
Will  you  go  too  ?  P. 
No,  I  am  going  to  be 
busy  with  letter  writ¬ 
ing,  as  I  told  you. 
Will  you  put  this  letter 
in  the  box  for  me  ? 

12.  T.  Certainly.  I  am  go¬ 

ing  out  anyway  and  will 
do  it  for  you.  P.  Will 
you  take  this  book  and 
put  it  on  the  chair  ?  T- 
Certainly,  with  pleasure. 

13.  V'.  I  have  to  write  a 

letter  home  every  day. 
P.  Have  you  to  write 
every  day  ?  Why  ? 

14.  T.  I  have  to  give  word 

to  my  mother  daily,  or 
she  is  worried  as  to 


ke  nehi?  N.  Menft 
khabare  ? 

9.  M.  AitkipaharjaOgeke 
samundar  de  kOl?  8. 
Aitki  asl  garmli  wioc 
kitale  nehi  jan  lagg3, 
par  shait  pahar  jaSgS. 
Giram.,  p  113.) 

10.  M.  Bhalke  merS  nal 

shaihr  callbge  ?  8. 
Bhalke  neh?  ja  sakS- 
ga.  M .  Kyfi  nehi  ja 
sakde  6?  8.  Bhalke 
mal  wilaiti  dak 
likhni  e. 

11.  M.  Jhanda  mere  nal 

kapre  mull  lain  jaega. 
TusI  wi  nal  callOge  ? 
8.  BTehl  mai  te  akh 
baitha  wS,  mal  te  oit- 
thia  likhniS  n3.  Eh 
citthi  mere  waste  da- 
ke  pa5ge  ? 

12.  M.  Bari  khushi  nal 

(or  Beshakk),  mal  un 
wi  banne  jana  e.  8. 
Eh  katab  laike  kimsi 
te  rakkhoge?  M.  Bari 
khushi  nal. 

13.  M .  M3nd  roz  citthi  ghar 

likhni  paindi  e.  8. 
Tuhanfi  rOz  likhna 
paindae?  KisababbeP 

14.  M.  Bebbe  nfi  rOz  kha- 

bar  deni  paindi  e, 
neh!  te  ghabbar  jandi 


PANJABI  GRAMMAR. 


101 


whether  I  am  well  or 
not.  So  I  have  to  get 
up  early  and  write  to 
her.  Jhanda,  too,  has 
to  write  daily. 

16.  P.  Do  you  keep  cows  ? 
T.  Yes,  we  have  to 
milk  them  twice  dailv. 

16.  T.  I  have  to  go.  I  must 
go.  I  am  compelled  to 
go.  It  is  necessary  for 
me  to  go.  I  have  got 
to  go. 


e,  pai  jWiabre  wall  e 
ke  nehl,  ia  karke  me¬ 
nu  roz  sawere  utthke 
likkhna  painda  e. 
Jhande  nU  wi  roz  likh- 
na  painda  e. 

16.  S.  Tusi  gala  raWide  o  ? 
M.  Ji  ah,  ohna  nft 
roz  do  wari  cona 
painda  e. 

16.  M.  Mai  jana  e,  mai 
zarur  jana  e,  menu 
jana  painda  e,  (or 
jana  pea).  Mai  te 
majbur  hoea,  jana  te 
pawega. 


Lesson  XXXVI. 


1.  T.  Good  morning.  What 

day  is  this  ?  Is  it  Mon¬ 
day  ?  P.  It  is  Mon¬ 
day.  T.  What  w'ill  it 
be  to-morrow  ?  Tues¬ 
day  ?  P.  To-morrow 
will  be  Tuesday. 

2.  T.  Is  the  next  day  Wed¬ 

nesday  ?  P.  Yes,  the 
next  day  is  Wednesday. 
T.  Is  the  day  after 
Wednesday,  Thursday  ? 
P.  Yes,  after  Wednes¬ 
day  comes  Thursday. 

3.  T.  Then  what  day  ?  Fri¬ 

day'  ?  P.  After  Thurs¬ 
day  comes  Friday.  T. 
Is  the  seventh  day 
Saturday?  P.  Yes,  it  is 


1.  M.  Salam  ji,  ajj  kehra 

war  e  ?  Ajj  suar  e  ? 
S-  Ajj  suar  e.  M. 
Bhalke  kehra  war  e, 
mahgal?  H.  Bhalke 
maiigal  e. 

2.  M.  Te  agle  din  buddh  ? 

S.  Aho  agle  din  buddh 
e.  M.  Te  Buddh  de 
agge  Jumerat.  S.  Ji 
ah,  Buddh  de  agge 
Jumerat  e. 

3.  M.  Te  pher  kehra  din  e? 

Juma  ?  (S'.  Jumerat 

de  picohe  Juma  aunda 
e.  M.  Sattwi  din 
hafta  e  ?  iS.  Aho, 


102 


PANJABI  OKAMMAR. 


Saturda\\  Sunday  or 
Sabbath.  Monday, Tues¬ 
day,  Wednesdax^Thurs- 
day,  Friday,  Satur¬ 
day. 

4.  T.  How  many  days  are 

there  in  the  week  ?  P. 
There  are  seven  days  in 
the  week. 

5.  T.  Learn  this  table  of 

time  :  60  seconds  make 
one  minute,  60  minutes 
make  one  hour,  3  hours 
make  one  watch,  8 
watches  or  24  hours 
make  one  day,  7  days 
make  one  week.  4  weeks 
or  30  days  make  one 
month,  12  months  make 
one  year,  1 00  years 
make  a  century.  What 
century  is  this  ?  P. 
This  is  the  20th  Cen¬ 
tury. 

6.  T.  How  long  have  you 

been  in  this  country  ? 
P.  I  have  been  here 
four  months.  T.  Is 
your  father  living  ?  P. 
Yes,  he  is  about  .'55 
years  old. 

7.  7'.  Your  motlier  ?  P. 

No,  she  died  when  I 
was  a  boy.  T.  How 


hafta  e.  Aitwar  ya 
Sabbat,  Suar,  Mangal, 
Buddb,  Jumerat,  Juma, 
Hafta. 

4.  M.  Hafte  wicc  kinne 

war  hunde  n§  ?  N. 
Hafte  wicc  satt  war 
hunde  ne. 

5.  M  Eh  wakat  da  hisab 

yad  karna  cahida  e. 
Sattha  sikinta  da  ikk 
mint  hunda  e,  sattha 
mints  da  ikk  ghain- 
ta,  triah  ghainteS  da 
ikk  paihx,  atthS  paihra 
yS  cawhiS  ghainteS 
da  ikk  din,  sattS  dinS 
da  ikk  hafta,  cauh 
hafteS  yS  trihS  diha- 
reS  da  ikk  mahina, 
bahrS  mahineS  da  ikk 
sal,  sau  salS  di  ikk 
sadi.  Hun  kehri  sadi 
e  ?  S.  Hun  wihwl 
sadi  e. 

6.  J7.  Tuhanh  es  mnlkh 

wicc  aeS  kinna  cir 
hoeae?  <S'.  Menu  car 
mahine  hoe  nl.  M 
Tuhadde  walid  hori 
jiunde  nl  ?  N.  Aho, 
oh  koi  pacwanjhS  salS 
di  umr  de  nl.  (s'ee 
Oram.,  p.  79.) 

7.  M.  Te  tuhaddi  bebbe 

hori?  .S.  Hehi,meri  mS 
mere  nikkSS  hundea 


PANJABI  GRAMMAR. 


103 


old  were  you  ?  P.  I 
was  10.  Teach  me  some 
otliei'  e.xpvessions  of 
time. 

T.  Very  well,  I  will  give 
some.  I  will  come  in 
ten  days.  This  child 
is  ten  months  old.  This 
calf  is  four  days  old. 
This  woman  is  thirty 
years  old.  How  old  is 
this  horse  ?  He  is  five 
years.. seven  months  and 
fifteen  days  What  is 
the  age  of  this  girl  ? 
Six  years,  three  months 
and  two  days. 

How  long  did  Christ 
live  in  Palestine  ? 
About  thirty-three 
years.  How  long  did 
he  teach  ?  About  three 
years. 

How  long  does  it  take 
to  make  bread  ?  It 
takes  two  or  three 
hours.  In  what  time 
did  you  learn  to  read  ? 
It  took  three  or  four 
year.s. 

How  long  does  it  take 
to  boil  potatoes  ?  It 
takes  twenty  minutes. 
How  long  does  it  take 
to  come  here  from  New' 


mar  gei.  M.  TusT 
kedde  kn  sao  ?  iS. 
Mai  sohla  warhea 
da  st.  Wakat  dia 
hor  koi  galla  dass6. 

8.  31.  Cahga  ji,  hor  dass 

denna,  mai  dasa  din3 
picehe  awaga,  eh  bal 
dasS.  mahinea  da  e,  eh 
waceha  cauh  diharefi 
da  e.  Sh  janani  trlha 

r 

warhea  di  e.  Eh  ghO- 
ra  kinni  umr  da  e  ? 
Oh  di  umr  panj  warhe 
satt  mahlne,  pandri 
dihare  we.  Eh  kurl 
kinni  umr  di  e.  Che 
warhe  tinn  mahine,  d6 
dihare  oh  di  umr  e. 

9.  Maslh  Kanan  de  mul^ 

kinne  warhe  reha  ? 
Koi  tetti  warhe.  Kin- 
na  cir  sikhanda  reha  ? 
Koi  trai  warhe. 

10.  Roti  pakan  wicc  kinna 

cir  laggda  e  ?  Do 
tinn  ghainte.  Tusa 
parhna  kinne  cir 
wicc  si^ea  ?  Trai 
car  warhe  lagge  san. 

11.  Alu  rinnhan  wicc  kinna 

cir  laggda  e  ?  Wih 
mint  laggde  nl.  New 
York  shaihrS  etthe 
tikar  aun  waste 


104 


PANJABI  GRAMMAK. 


York  ?  About  four 

weeks. 

12  How  old  was  Moses 

when  he  died  ?  One 
hundred  and  twenty 
years  old.  How  old 
was  Adam  when  he 
died  ?  Nine  hundred 
and  thirty  years  old. 

13.  How  old  was  Noah 

when  the  flood  came  ? 

Si.x  hundred  years  old. 
What  was  the  age  of 
Noah  when  he  died  ? 
Nine  hundred  and  fifty 
3'^ears. 

14.  Whose  age  was  greatest 

of  all  ?  Methusaleh, 
nine  hundred  and  sixty- 
nine.  Where  did  Moses 
spend  forty  years  ?  He 
spent  40  years  in  Egypt. 


kinna  cir  laggda  e  ? 
Koi  car  hafte. 

12.  Musa  di  kinni  umr  si 

jad  m5ea  ?  Ikk  sau 
wih  warhe.  Adam 
kinne  da  si  jad 
moea  ?  Naii  sau 
triha  da. 

13.  Nuh  kinne  da  si  jad 

nuh-nadi  ai  si  ?  CheS 
sail  da.  Te  jad  Nuh 
moea  si,  kinni  umr 
sasu  ?  Sadhe  naii 
sau. 

14.  SareS  nal5  waddh  kih- 

di  umr  hoi  ?  Matu- 
salah  di  umr  nau  sau 
anattar  warhe  si 
jad  moea.  Miisa  cali 
warhe  kitthe  reha  ? 
Misr  wice  cali  warhe 
reha. 


Lesson  XXXV 11. 


1.  T.  Let  us  take  a  walk. 

Look  what  is  that  man 
doing  ?  P.  He  is  work¬ 
ing.  Let  us  go  and 
ask  him. 

2.  T.  Well,  what  are  you 

making  ?  Workman. 
1  am  making  a  chair 
out  of  w'ood.  P. 


1.  .1/.  Asl  sair  kariye, 

wekho  ji,  oh  jana  ki 
pea  karda  e  ?  S. 
Oh  kamm  pea  karda 
e,  asl  calke  ohnh.  puc- 
chiye. 

2.  M.  KjrQ  whai,  ki  pea 

baiianna  e  ?  T. 
Lakkar  di  kursi.  M. 
Kinne  ku  mull  di  e  ? 


PANJABI  GRAMMAR. 


105 


What  price  is  it  worth  ? 
W.  It  will  be  worth 
Rs.  0. 

3.  T.  That  is  pery  dear. 

IT.  W'ait  till  it  is  done, 
then  when  you  see  it 
you  will  call  it  cheap. 

4.  T.  What  is  that  wood 

for  ?  W.  For  burning. 
T.  And  that  ?  IT. 
That  is  for  my  work. 

5.  P.  Why  do  they  burn 

wood  ?  T.  For  cook¬ 
ing  and  for  warmth. 
Do  you  not  burn  it  ? 

6.  P.  We  ?  No,  we  burn 

coal  or  gas.  Some 
people  burn  wood,  but 
most  people  burn  coal. 
T.  Where  is  gas  found  ? 
P.  Some  is  natural  and 
some  is  made  from 
coal. 

7.  T.  Is  it  dearer  than 

coal  ?  P.  No,  it  is 
about  the  same,  or  per¬ 
haps  cheaper 

8.  T.  Of  the  two  which  is 

better,  coal  or  gas  ? 
P.  Gas  is  better  because 
it  is  cleaner  and  leaves 
no  ashes. 

9.  T.  Why  do  people  make 

fires  in  the  winter  ? 
P.  It  is  very  cold. 
One  cannot  sit  in  the 
house  without  a  fire. 


T.  Wau  rupae  di. 

3.  M.  Bari  maihhgi  e.  T. 

Jadmukk  jae,  tS  wek- 
kho,  ta  sasti  akkhoge. 

4.  M.  Oh  lakkar  kah  de 

waste  e  ?  T.  ^aiaii 
waste.  M.  Te  oh? 
2'.  Mere  kamm  w  ast  e, 

5.  8.  Lakkar  kahnh  balde 

ni?  M.  Pakan  waste 
te  sekka.j  waste. 
Tusi  nehi  balde  ? 

6.  8.  Asi  ?  Nehi,  asl  yS 

kole  balne  a  ya  gais, 
koi  koi  lakkar  balda  e, 
par  bauhte  kole  balde 
n8.  M.  Gais  kitthS 
labbhda  e.  8.  Kujjh 
te  aiw8  wa  wiccS 
milda  e,  te  kujjh  kole 
balke  banande  ni. 

7.  M.  Kolea  nal5  maihuga 

e?  8.  Nehi,  onna  i 
howeda  yS  kujjh  sasta 
howeda. 

8.  M.  Cahga  dohfi  wiccS 

kehra  e?  8.  Gais 
cahga  e,  kyU  jo  saf  e 
te  5h  di  sah  nehi  koi 
hundi. 

9.  M.  Sial  wiec  lok  agg 

kahntl  balde  ne?  8. 
Pala  bauhta  hunda 
e,  agg  bina  ghar  wicc 
baihn  nehi  hunda. 


106 


PANJABI  GRAMMAK. 


10.  T.  Do  people  every  where 
make  fire.«  in  winter  to 
keep  warm  ?  P.  No, 
in  some  plaees  they  put 
on  more  clothes  and 
keep  warm  without  a 
6re. 

11  T.  Can  they  keep  warm 

without  a  fire?  F.  Yes, 
making  clothes  of  skins 
or  quilted  garments, 
keeps  out  the  cold. 

12  T.  What  do  you  do  in 

America  ?  P.  We 
keep  our  houses  as 
warm  in  winter  as  in 
summer. 

ill  T.  How  do  you  keep  them 
so  w  arm  ?  P.  We  burn 
a  lot  of  hard  coal,  gas 
and  wood.  What  do 
you  burn  ?  T.  We  burn 
wood,  charcoal,  and 
cow-dung.  Some  burn 
hard  coal. 

14.  P.  Why  do  you  not  use 

wood  or  charcoal 
instead  of  cow -dung  ? 
T.  Wood  and  coal  are 
dear  and  hard  to  get. 
Cow-dung  is  cheap. 

15.  P.  Is  it  clean  ?  T. 

Clean  ?  Certainly,  it 
is  the  nicest  ot  fuels. 
It  does  not  give  off 
much  heat  in  “  sum- 


10.  M.  SabbhnI  pasl  16k 

agg  bal  balke  ninghe 
raihndeni?  S.  Nehl, 
kitale  kitale  kapre 
waddh  pake  agg  bina 
ninghe  raihnde  nl. 

11.  M.  Agg  bina  nihgheS 

rawhida  e  ?  S.  Jatt 
de  kapre  banake  ya 
rfl  wicc  pake  pala 
(^akkida  hunda  e. 

12.  M.  Tusi Amrika wicc ki 

karde  hunde  o  ?  S. 
Asl  siai  wicc  gharS  nU 
onna  garm  rakJbne 
5  jinna  garmiS  wicc. 

13.  M.  Inna  garm  kikkan 

rakhde  o  ?  S.  Asi 
bauht  patthar  da  kola 
te  gais  te  lakkrlS  balne 
a,  tusi  ki  balde  o  ?  M. 
Asi  lakkria  te  kole  te 
gohe  balne  a,  koi  koi 
patthar  da  kola  bal- 
da  e. 

14.  8 .  Gohe  de  tha  tusi  lak- 

kar  yS  kole  kyft  nehi 
balde  o?  M.  Lakrl 
te  kole  maihhge  nl  te 
aukhe  labbhde  ne ; 
gohe  saste  hunde  nl. 

15.  S.  Gohe  saf  hunde  niP 

M.  Zarur,  oh  sab- 
bhnS  nalS  acche 
hunde  nl,  har  wicc 
ohni  di  iuni  garmi 


PANJABI  GRAMMAR. 


107 


mei  ”  (or  '  Har  ’). 

16.  P  What  grains  do  you 

eat  ?  T.  We  eat  rice, 
wheat,  maize,  millet, 
barley,  and  pulse.  We 
grind  some  of  them 
for  bread.  Some  we 
cook  whole. 

17.  P.  What  meat  do  you 

eat  ?  T.  We  eat  mut¬ 
ton,  fowls.  almost  every¬ 
thing.  P.  Are  there 
an 3'^  meats  that  are  for¬ 
bidden  you  to  eat  ? 

18.  T.  Yes,  we  are  not  al¬ 

lowed  to  eat  pig’s  flesh 
(beef).  Are  any  for¬ 
bidden  to  you  '{  P.  No, 
we  eat  what  we  wish. 
10.  T.  Does  not  your  reli¬ 
gion  forbid  you  to  eat 
certain  things  ?  P. 
All  good  meat  we  eat. 
God  made  it  all. 


neh!  hondi.  {Pee.  Gram¬ 
mar,  p.  114.) 

16.  .S'.  TusT  kahde  dane 

khande  6  ?  M.  As! 
caul,  kanak,  makai, 
bajra,  .Jau  te  dal 
khanne  3,  kise  kise  nft 
pihke  ata  bananne  a, 
kise  kise  nfi  samucha 
pakaunne  a. 

17.  S.  Goshtkahda  khande 

6  ?  M .  Asi  nikki  tar- 
kari  khanne  a,  kuk- 
kria  wi,  karib  karib 
sabbho  kujjh.  8.  Kise 
gosht  di  tuhaddi  sauh 
e  ? 

18.  M.  Ah6ji,bahrle(wadde 

mas)  di  saddi  sauh  e. 
Tuhaddi  wi  koi  sauh 
e?  iS.  Nehl,  asi  jo 
marzi  e  kha  lainne  3. 

19.  M.  Tuhadde  din  wicc 

kise  shai  di  sauh  nehl 
e  ?  8.  Nehl,  jehra 

mas  cahga  e  kha  lain¬ 
ne  a,  sara  Khuda  i 
banaea  si. 


Lesson  XXXV 111. 
(Work  and  Wages.) 


1 .  T.  The  men  have  come 
to  do  the  work,  sir.  P. 
Why  have  they  come  sc 
late  ? 

2  T.  They  have  been  here 
for  some  time.  P.  In- 


1.  M.  Mazdur  kamm  was¬ 

te  a  gae  ne.  8.  Inna 
cir  kyft  laea  ne  ? 

2.  M.  Oh  cirokne  ae  hoe 

ne.  8.  Hala  ?  Akheo 


108 


PANJABI  GRAMMAR. 


deed  ?  Tell  them  to  be¬ 
gin  at  once  and  to 
do  good  work  to¬ 
day.  What  are  their 
wages  ? 

3.  T.  The  masons  get 

Re.  1-4,  the  coolies  8 
annas.  P.  You  must 
see  to  it  that  they  work 
well. 

4.  T.  It  is  hard  to  get 

them  to  do  their  work 
well.  P.  Are  they 
stupid  ?  T.  No,  they 
are  lazy. 

5.  P.  When  must  we  pay 

them  ?  T.  They  will 
want  their  pay  every 
evening  at  sundown. 
P.  What  do  they  do 
with  their  money  ?  T. 
They  pay  it  out  for  food 
and  clothes. 

6.  P.  How  much  do  they 

give  for  food  and  how 
much  for  clothes  ?  T. 
I.iet  us  ask  them. 
Men,  how  much  do 
you  give  for  rent, 
for  fuel,  for  food, 
for  clothes?  Men.  We 
give  nothing  for  rent 
and  fuel,  but  have  to 
pay  for  food  and 
clothes. 

7.  P.  Have  you  large 

families  ?  M.  Some 
have  and  some  have 


ne  hune  shurn  karn, 
ajj  canga  kamm 
karn,  diari  kl  milda 
ne? 

3.  M.  Rajja  nQ  sawa  sLiwa 

rupea  diari,  mazdura 
nft  dhell  dheli.  S. 
Zara  dhian  karn  a, 
kamm  te  cahga  karn. 

4.  M.  OhnS  kol8  cahga 

kamm  karana  mush- 
kil  e.  N.  Akl  ghatt 
nl  ?  M.  WehJ  ji, 
sust  ne. 

6.  S.  Sanft  mazduri  kadS 
dSnipawegi?  M.  Roz 
din  dubbe  mangange. 

8.  Mazdftrl  de  pai- 
seS  nal  ki  karde  n€  ? 
M.  Roti  kapre  waste 
kharc  karde  ne. 

6.  iS.  Roti  waste  kinna 

dende  ne  t8  kapreS 
waste  kinna?  M. 
As!  punch  leiye.  KytL, 
whai,  karae  waste  te 
ballan  te  roti  kapre 
waste  kinna  d@nde  o. 
J.  :^rae  te  ballan 
waste  asi  kujjh  nehi 
denne  §,  r5ti  kapre 
da  ^arc  hunda  e. 

7.  8.  Bauht  sare  bal  bac- 

oe  je  P  J.  Kise  de 
bauhte  n§,  kisS  de 


PANJABI  OKAMMAK. 


109 


not.  How  many  hast 
thou  ?  iW .  I  have  three 
hoys,  little  fellow’s. 

8.  P  How  many  has  that 

man  ?  M.  He  has 
tw’o  boys  and  four  girls. 
P.  How  many  has  that 
man  there  ?  M .  He  is 
not  married  yet. 

9.  P.  What  are  thy  wages  ? 

(eight  annas)  and 
thine  '{  (seven  and  a 
half  annas).  What  do 
you  pay  for  food  for 
one  day  ?  We  do  not 
know. 

10.  P.  If  they  give  grain 

how  much  do  they  give 
as  one  day’s  wages  ? 
One  load,  What  do  you 
eat  t  Chapatis  and 
pulse,  sometimes  rice. 

11.  P.  What  do  you  eat  with 

your  bread  (some  vege¬ 
table.  etc.)  or  rice 
(sugar)  ?  Do  you  keep 
a  cow  ? 

12.  Do  you  use  milk  ?  (Yes, 

if  we  get  it )  Do  you 
eat  butter  ? 

Dk  What  do  you  pay  for 
sugar  ?  What  do  you 
pay  for  salt  f  Does 
the  shop-keeper  take 
cash  or  give  credit  ? 
(loan.) 


there.  S.  Tere  kin- 
ne  nl  ?  J.  Mere,  jl, 
trai  puttar  nS,  aje  afi- 
arie  ne. 

8.  (S'.  Ohde  kinne  ngP 

Ohde  do  jatak  nS  te 
car  kakla.  A’.  Te  os 
jane  de  kinne  nl? 
Oh  aje  kuaia  i  e. 

0.  N.  Teri  kinnl  mazdilri 
e  ?  (aUh  anne),  te 
teri  ?  (sadhe  satt 
anne).  S.  Roz  rotl 
waste  ki  dSnde  o  ? 
Sanu  pata  e  ? 

10.  S.  Je  dane  den  ta  di- 

liari  ki  dende  ni? 
Ikk  bhari.  »S  .  Khande 
ki  hunde  o  ?  Dal 
roti,  kadi  kadai  caul. 

11.  (S'.  Roti  nal  ki  khande 

o  ?  (koi  saluna),  te 
caula  nal?  (khand) 
Tuhadde  kol  gS  we  ? 

12.  Duddhpindeo?  (Labb- 

he  te  pi  lainne  t.) 
Makkhan  khande  o  ? 

13.  Khai.id  da  ki  bha  we? 

Telutida?  »S.  Hatti- 
wala  nakd  lainda  e 
ya  udhar(hadar)denda 
e? 


no 


PANJABI  GRAMMAR. 


14.  Does  he  charge  in- 

tere.st  ?  What  is  the 
price  of  the  dearest 
wheat  ?  Tlow  much 
does  it  cost  to  get 
enough  vegetables  for 
one  day  ? 

15.  Do  you  drink  tea  ?  Do 

you  use  tobacco, 
liquor  ?  Do  you  eat 
opium  ?  How  much 
daily  ? 

16.  How  much  would  that 

be  in  a  year  ?  Would 
it  not  be  a  good  thing 
to  give  it  up  entirely  ? 

Lf-ssoii 

1.  T.  Come,  we  will  play  a 

game  of  "  giving  out 
the  wasliing.”  I  will 
be  the  washerman  and 
you  give  me  the  clothes. 
F.  V^ery  well,  you  t)e 
washerman  and  J  will 
give  out  the  elothe.<  to 
wash. 

2.  T.  Sir,  have  you  any 

soiled  clothes  ?  P.  Yes, 
I  have  come  in  and 
take  them.  T.  .All  right, 
I  will  take  and  wash  the 
clothes.  Where 

will  you  wash  them  ‘ 

3.  T.  At  the  river  or  well. 

as  you  wish.  /'. 
Wherever  you  please, 


14.  Biaj  lainda  e  ?  Maihngi 

t6  maihngi  kanak 
da  ki  bha  hunda  e? 
Salune  (iniiuiie  exact 
meaning)  da  ki  roz 
laggda  e? 

15.  Cah  pinde  o  ?  Hukka 

yS  sharab  pinde  o ' 
Afim  khande  o?  Roz 
kinni  khande  o? 

16.  Sal  wicc  kinni  baudi  e? 

Je  ukka  mukka 
chadd  deo  cahgi 
gall  nehi '? 

XXIX. 

1.  M.  Hun  asi  jugau  di 

khed  khediye,  mai 
dhoba  howSga,  te 
tusi  menfl  kapre  deo, 
>  Baulrt  accha,  tusi 
dhoba  band  te  mai 
kapre  dl\6ne  deSga. 

2.  .)/.  Tuhadde  kol  maile 

kapre  hain?  .s.  Hain 
ng,  andar  lahgh-e-a 
te  lellai.  .i.C  Bauht 
accha  mai  laike  dho 
chaddSga.  Kitthe 

dhowgga  ? 

3.  M.  Ya  darya  te  ya 

khuh  te,  jikan  akho. 
>.  Bhawg  iitthe  cah5. 


PANJABI  GBAMMAR. 


Ill 


but  make  them  clean. 
T.  Very  well.  T  will 
count  them  and  you 
write  them  down. 

4.  T.  Trousers,  one  pair ; 

coats,  two;  vests  (waist¬ 
coats)  ,  three ;  shirts, 
four ;  cuffs,  four  pairs  ; 
collars,  five ;  neckties, 
six ;  handkerchiefs, 
seven  ;  towels,  eight ; 
drawers,  three  pairs, 
undershirts,  three ; 
dusters,  nine ;  hat- 
cover,  one ;  turban, 
one  ;  bags,  ten  ;  table¬ 
cloths,  four;  napkins, 
eleven,  no,  twelve ; 
white  dre.sses,  four ; 
flannel  dresses,  two ; 
pillow-cases,  five; 
sheets,  three ;  blankets, 
five;  petticoats,  four; 
socks,  six  pairs  ,  stock¬ 
ings,  three  pairs  :  pieces 
of  lace,  four ;  cur¬ 
tains,  three :  tra3'- 

cloth,  one,  and  one 
carpet.  That  is  all. 

5.  P.  These  are  very  dirty 

and  you  must  wash 
them  thoroughly.  T. 
V'ery  well,  sir,  T  will 
wash  them  well, 

b.  P.  Put  plenty  of  starch  in  , 
the  w'hite  clothes,  but 


par  thik  saf  karna. 
M .  Bauht  accha  mai 
ginSga,  tusi  likkhde 
jao. 

4.  M .  Ikk  patlun,  do  kot, 

trai  phutuhia,  car 
kamlza,  car  jdri 
kafS,  panj  kalar,  che 
naktaiS,  satt  rumal, 
atth  nahaun  de  taulie, 
tinn  drazS,  trai  ban- 
ainS,  nau  jharan,  topi 
da  achar  ikk,  ikk 
pagg,  das  thailiS,  car 
mez  dia  cadara,  yarS 
Inez  de  taulie,  na 
barS,  car  citte  c^es, 
do  falaiain  de  c^es, 
takie  de  uchar  panj, 
trai  palan  dit  ca- 
darl,  panj  kambal, 
car  petikot,  che  jori 
moze  or  juraba  (jala- 
ba),  lammiS  jalaba 
(lamme  moze)  trai 
jbri,  les  de  car  tote, 
tinn  parde,  ikk  trel 
di  cadar,  ikk  dari, 
bas  hor  kujjh  nehi. 

5.  .S.  Bh  kapre  bare  maile 

n§,  bari  hacchi  tarha 
dhone.  M.  Hacchaji, 
thIk  dhoSga.  (He* 
Gran;  .  p.  8t'i.) 

6.  ib',  CitteS  kaprea  nfl 

cokhi  kalf  lani,  par 


112 


PANJABI  ORAMMAH 


do  not  starch  the  flan¬ 
nel.  T.  No  sir,  I 
never  starch  woollen 
garments. 

7.  P.  Iron  them  well  too. 

Now,  what  will  you 
take  ?  T.  1  w  ill  leave 
that  to  you,  sir. 

8.  P.  Yes  ?  I  will  give 

you  Rs.  3  a  hundred. 
T .  That  is  very  little. 
I  always  get  five. 

9.  P-  Well,  we’ll  see.  If 

vou  do  your  work  well, 
I  will  give  you  four.  T . 
That  is  kind  of  you  or 
Thank  you.  (I  will  do 
it  for  four.) 

10.  P.  Do  you  do  this  work 
alone  ?  T.  No,  my 
wife  and  boys  help  me. 
P.  Have  \ou  a  ma¬ 
chine  to  w  ash  in  ?  2\ 

No,  w  e  beat  the  clothes 
on  a  stone. 

1]  P.  That  must  tear  them. 
T.  Yes,  you  have  to 
make  new  ones.  P. 
Do  you  put  on  the 
buttons.  T.  No,  the 
tailor  w  ill  do  that. 


falalain  deS  nfl  kalf 
na  lani.  M.  Nehl 
ji,  unn  de  kapret  nfi 
mai  nehi  kalf  landa. 

7.  S.  Istri  wi  thik  kart. 

Ki  laoge  ?  M.  Mai 
tuhadde  te  chhadna , 

ji. 

8.  (S’.  Hala,  mai  tuhantl 

trai  rupayye  saikra 
deSga.  M.  Banht 

ghatt  e,  menu  panj 
rupea  saikra  milda 
handa  e. 

9.  S.  Accha,  whai,  wekhi 

japegl,  je  kamm  cah- 
ga  kito  i  car  rupae 
deagS.  M.  Tuh&ddi 
mehrbani  e.  {See 
Gram.,  p.  lOo.) 

10.  N.  Eh  kamm  kalla 

karna  e?  M.  Nehi 
ji,  meri  wauhti  te 
munde  wi  madad 

dende  ng.  M.  Dhon- 
wali  mashin  hai  i  ? 
M.  Nehi  ji,  asi  pat- 
thar  te  mar  mar  ke 
dhonue  S. 

11.  (S.  Ta  te  pat  jande 

h5nge.  M.  Ji  ah, 

tuhanu  nawg  banane 

painde  ni.  (S.  Birg 
tusi  lande  hunde  o  ? 
.1/.  Nehi  ji,  darzi 
landa  hunda  e. 


PANJABI  GRAMMAR. 


113 


Lesson  XL. 


1.  T.  I  will  be  the  servant 

and  you  tell  me  to  do 
the  work  of  the 
house.  P.  Very 
well,  look  at  my  boots. 
They  are  dirty.  Clean 
them. 

2.  T.  Very  well,  shall  I 

clean  them  now  ?  P. 
No,  make  the  bed  now. 
T.  All  right,  I  will 
make  it  now.  P.  Sweep 
the  room  and  dust  it. 
T.  Yes,  sir. 

3.  P.  Make  this  water 

Avarm.  T.  I  have 
warmed  it.  Shall  I 
make  it  Avarmer  ?  P. 
Yes,  make  it  Avarmer. 

4.  P.  Do  we  use  long, 

short,  big,  small,  white, 
black,  red,  sweet  with 
‘  make  ’  ?  T.  Yes, 
we  say,  make  it  long. 
Make  it  shorter.  Make 
it  big,  bigger.  Make  it 
smaller.  Make  it  white, 
make  it  red,  make  it 
black.  Make  it  sweet 
or  make  it  sweeter. 
We  say,  too,  make  it 
better.  When  a  coat 
is  too  small,  we  say,  let 
it  out  a  little.  If  too 
big,  take  it  in. 

8 


1.  M.  Mai  naukar  ban- 

Sga,  te  tusi  menft 
ghar  da  kamm  dasso. 
8.  Accha,  whai,  mera 
but  wekh  lai,  maila 
we,  ohnfl  saf  kar. 

2.  M.  Bauht  accha  ji,  hune 

uhna  saf  kara  ?  8. 

Nehi,  hall  bistra  kar. 
M.  Hune  kar  denna. 
8.  Kamre  Avicc  bhari 
pher,  te  jhar  poc  kar. 
M.  Bauht  accha  ji. 

3.  8.  Es  pani  nfl  tatta 

kar.  M .  Tatta  te  mai 
kar  lea  e,  aje  hor  wi 
tatta  karS  ?  8.  Aho, 

hor  wi  tatta  kar. 

4.  P.  J ehra  fel  “  karna  ”  e, 

ohde  nal  asi  lamma, 
nikka,  wadda,  nikka, 
eitta  kala,  lal,  mittha 
akhsaknea?  M.  Aho 
ji,  asi  ahnne  t  lamma 
kar,  nikka  kar,  wadda 
kar,  eda  wadda  kar, 
bdft  nikka  kar,  ehnd 
citta  kar,  lal  kar, 
kala  kar,  mittha  kar, 
edft  mittha  kar,  eh  wi 
ahnne  a  §dfi  canga 
kar  (or  frequently 
bana).  Je  kot  nikka 
h5we  as!  ahnn3  § 


FA^'.TABI  GRAMjMAR. 


il4 


o.  T.  Now  tell  me  what  I 
do.  Walks,  runs,  tastes, 
smells,  catches,  holds, 
lifts,  throws,  picks  up, 
drops,  places,  looks  and 
cuts  paper  (as  with 
scissors),  eats,  drinks, 
chews,  listens,  sleeps, 
touches,  knocks,  pulls, 
turns,  falls,  sits,  rises, 
shuts  his  eyes,  yawns, 
M'histles,  and  performs 
any  other  action  that 
he  thinks  worth  while 
teaching,  going  over 


ehnfl  zara  wadda  kar, 
,ie  wadda  howe  ta 
ahnne  a  ehnfi  nikka 
ban  a. 

5.  .1/.  Hui;’.  tusi  dasso  pai 

mai  ki  karna.  wa  pea — 
tu.rna,  bha.ijna,  cakkh- 
na,  suhghna,  jhop- 
na,  pharna,  cukkna, 
suttna,  ctikkna,  deg- 
na,  rakkhna,  wekh- 
na,  waddhna,  khan  a, 
pin  a,  cabbna,  sun- 
na,  sauna,  hatth  la- 
ua,  kharkana,  khicc- 
na,  bhauna,  diggna, 
baihna,  ntthna,  ak- 
khia  mitnia,  ubasi 
laini,  siti  marni. 


and  over  the  actions  till  the  pupil  is  able  to  give  the  name 
readily. 

The  teacher  should  take  the  words  that  have  become  familiar 
in  one  tense,  the  present,  and  change  them  with  the  words  “  to¬ 
morrow  ”  and  “  yesterday  ”  into  future  and  past,  until  the  pupil 
understands  all  these  three  tenses. 

The  teacher  will  work  in  ordinary  changes  in  number  so  that 
the  pupil  may  become  an  adept  in  noun  changes  So,  too,  he 
will  use  prepositions  and  degrees  of  comparison  with  the  adjec¬ 
tives  till  the  words  are  familiar. 

The  teacher  must  realise  that  whatever  the  pupil  learns,  he 
must  learn  so  well  that  it  is  as  familiar  to  him  as  his  mother- 
tongue.  If  he  begins  with  a  few  words  at  first,  and  thus  gains 
familiarity  with  them,  they  will  form  a  good  foundation  for  fol¬ 
lowing  work,  but  if  he  does  nothing  thoroughly,  he  will  make 
poer  progress.  Half  a  dozen  repetitions  are  not  enough  to  teach 
a  sentence.  Hundreds  of  repetitions  are  necessary  to  enable  one 
to  say  a  foreign  sentence  readily  and  easily. 


PANJABI  GRAMMAR. 


115 


The  remaining  lessons  are  either  to  be  found  in  the  latter  por¬ 
tion  of  the  Grammar  in  Section  II  of  this  volume  or  are  directly 
founded  upon  it. 

If  the  student  will  familiarise  himself  thoroughly  with  the 
sentences  which  go  to  make  up  Lessons  XLI  to  L  he  wdll  gain 
a  considerable  knowledge  of  the  rules  of  Grammar  which  they 
illustrate.  Some  of  these  rules  will  be  made  the  subjects  of 
succeeding  lessons,  but  they  cannot  be  gone  over  too  frequently 
or  illustrated  too  fully.  For  the  purpose  of  these  lessons  it  is 
better  to  omit  all  phrases  which  do  not  form  complete  sentences. 
Such  phrases  occur  here  and  there  alongside  of  the  sentences, 
but  attention  should  at  present  be  fixed  more  particularly  on  the 
complete  sentences.  The  briefer  phrases  can  be  learned  when  the 
Grammar  is  being  directly  studied. 

Lesson  XLI. 

Pronominal  Suffixes  and  Infixes. 

Use  for  this  lesson  the  sentences  on  pages  350-353,  they  are  58 
in  number.  Special  attention  should  be  paid  to  them,  for  the 
idioms  illustrated  in  them  are  peculiarly  difficult  for  Europeans. 

Lesson  XLII. 

The  Infinitive. 

Go  over  the  63  sentences  on  pages  368-372. 

Lesson  XLII  I. 

The  Cases. 

Use  similarly  the  sentences  exemplifying  the  Cases,  43  on 
pages  341-347  and  11  on  pages  273-275,  54  sentences  in  all. 

Lesson  XL IV. 

Participles,  Present  Conditional,  Present  Indicative, 

Imperfect. 


See  pages  374-377,  33  sentences. 


116 


PANJABI  ORAMMAE. 


Lesson  XLV . 


Prepositions. 


36  sentences,  26  on  pages  365-366  and  10  on  pages  300-303. 

Lesson  XLV  I. 

Pronouns  :  Personal,  Interrogativr,  Indefinite, 
Reflexive,  etc. 

See  pages  347-349,  360-362  ;  30  sentences  :  pages  292,  293  ;  5 
sentences,  altogether  35. 

Lesson  XLVII. 

Order  of  Words,  Repetition  of  Words,  Agreement  of 
THE  Verb,  Direct  and  Indirect  Speech,  Euphemisms. 

See  pages  337-341,  389-390;  35  sentences. 


Lesson  XLV  III. 
Compound  Verbs. 


These  areof  great  importance.  The  student  should  thorough- 
Iv  master  the  73  sentences  on  pages  332-337,  384-386. 

Lesson  XLIX. 

Adjectives  and  Adverbs. 

32  sentences,  on  pages  283,  284,  288,  299,  300,  364-368. 

Lesson  L. 

Conditional  Sentences. 

It  is  difficult  to  acquire  a  fluent  and  correct  use  of  these. 
Those  which  are  given  under  the  heading  of  -o  forms  are  not  so 
common  as  the  others.  Yet  they  are  all  used.  Pages  377-381, 
44  sentences. 


Diversification  Table. 


I.  Horse,  horses,  mare. 


I.  Ghora,  ghore,  ghorl. 


mares,  water,  father, 
mother,  sister, 

brother,  boy,  boys, 
girl,  girls,  book, 


ghoriS,  pani,  peo, 
mS,  bhain,  bhra, 
munda,  munde,  ku- 
pi,  kurii,  katab,  ka- 


FANJABI  GRAMMAR. 


117 


books,  box,  boxes, 
tear,  tears,  night, 
nights,  day,  days. 

II.  I,  me,  from  me,  we,  us; 
you  (sing.),  you,  you, 
you ;  he,  him,  she, 
her,  it,  from  it;  they, 
them. 

III.  My,  mine,  our,  ours; 

you,  yours  (sing.), 
you,  yours ;  his,  her, 
its;  their,  theirs. 

IV.  Who?  which?  what? 

where  ?  when  ?  why  ? 
which  one  ?  what  sort 
of  ?  how  big  ?  how 
much  ? 

V.  Who,  whom;  which,  or 

what ;  this,  these ; 
that,  those,  some 
one ;  several. 


VI.  Go  ,come,  run,  drive,  be, 
eat,  drink,  know,  say, 
sleep,  speak,  die,  do, 
make,  see,  give,  take, 
send. 


«.  Pres,  and  pres,  con- 
tinuative. 


tabs,  sanduk,  san- 
duk,  atthar,  atthru, 
rat,  rata,  dihara, 
dihare. 

II.  Mai,  mend,  methS,  as!, 
sanfl,  tu,  tenu,  tusi, 
tuhanS ;  dh,  ohnfl, 
dsnfi,  dsthS ;  oh, 
ohns  na. 

III.  Mera,  mere,  meri,  me¬ 

rit,  saddt,  -e,  -i,  -it, 
tera,  -e,  -i,  -it,  tu- 
hadda,  -e,  -i,  -it ; 
ohda,  -e,  -i,  -it ; 
ohnt  da,  de,  di,  dit. 

IV.  Kaun  ?  kehra,  -e,  -i, 

-it  ?  ki  ?  kitthe  ? 
kadS  ?  ksra  ?  kehra  ? 
kehojeha  ?  kodda  ? 
kinna  ? 

V.  Jehra,  jehri,  jehre, 
jehrit,  jisnfl,  or 
jihno,  jihnt  nfi ;  jeh¬ 
ra,  jis  nfl  ;  eh,  esnft, 
eh,  ehnt  nfl ;  oh, 
osnfi,  oh,  5hnt  nfi ; 
koi,  kise  nfi ;  kai. 

VT.  Jana,  auna,  bhajjna, 
cala^a,  hona,  kha- 
pa,  pina,  janpa, 
akhna,  sauna,  ku¬ 
na,  mama,  karna, 
banana,  wekhna, 
dena,  laina,  ghall- 
na. 

tt.  Janda  e,  and  lagajan- 
da  e,  pea  janda  e. 


PAM.IABl  ORAM.MAR. 


1  IS 

b.  Past,  went,  came,  be¬ 

came,  drank,  knew, 
said,  slept,  spoke, 
died,  did,  made,  saw. 
gave,  took,  sent. 

c.  Perf  ■  Has  gone,  come, 

become,  drunk, 

known,  said,  slept, 
spoken,  died,  done, 
made,  seen,  given, 
taken,  sent. 

d.  Future.^  Shall  or  will 

go,  come,  rmi,  etc. 

(:■.  Imperative.  Go,  come. 

/.  Can,  w'as  able,  will  be 
able. 

g.  Let;  may;  must,  may, 
must. 


h.  1  want  to  go,  come,  etc. 

i.  To  go,  come,  as  a  rule, 

etc. 

j.  Interrogatives.  Is  he 
going?  Is  he  coming? 
Did  he  run  ?  Can  he 
drive  ?  Was  he  able 
to  drink  ?  May  I 
speak  ?  Shall  I  do 
this  ?  etc.,  etc. 

Simple  and  Causative 


b.  Gea,  aea,  hoea,  pita, 

jata,  akkhea,  sutta, 
koea,  moea,  kita, 
banaea,  wekkhea. 
ditta,  lea,  ghallea. 

c.  Gea  e,  aea,  hoea,  pita, 

jata,  akkhea,  sutt§, 
koea,  moea,  klta, 
banaea,  <^ttha,  dit¬ 
ta,  lea,  ghallea,  all 
with  e. 

r7.  JaSga,  awSga,  bhaj- 
jaga,  etc. 

e.  Jah,  jaho,  jaeo  je  ;  a, 
ao,  awea  je,  awl. 
etc. 

/.  Sakda  e,  sakea,  sake- 
ga. 

if.  Jan  deho,  aun  deho, 
karn  de  su,  etc.;  jS, 
awS,  bhajje,  calalye, 
karn ;  mal  jana  e, 
etc. 

h.  Mal  jana  cahnna  wi, 

oh  auna  cahnda  e, 
etc. 

i.  Jana  karna,  auna  kar- 

na,  bhajjna  karna, 
etc. 

J,  Oh  laga  janda  e  ?  Oh 
aunda  e?  Oh  bhaj- 
ja  si  ?  Oh  cala  sak¬ 
da  e?  Pan!  pi  sa¬ 
kea  ?  Mal  akkhS  ? 
Mal  eh  kamm  kari  ? 

VII. 


VII. 


Tuttna,  trdrna ;  digg- 


PANJABI  grammar. 


Roots.  To  be  broken, 
to  break  ;  to  fall,  fell, 
make  fall;  to  die,  kill, 
have  killed ;  fall 
down,  put  do  wn,  have 
put  down ;  to  be 
made,  make,  have 
made ;  to  be  sold,  sell, 
have  sold ;  to  burn,  to 
make  burn  ;  to  graze, 
make  graze ;  to  go 
up,  put  up  ;  to  go,  to 
make  go,  or  drive ; 
to  drink,  to  give 
drink  ;  to  be  fastened 
or  planted,  fasten,  or 
plant,  cause  to  fasten 
or  plant. 

Mil.  Passives  in  various 

forms,  he  was  killed, 
etc. 

IX  Participles.  Going, 

coming,  running, 
eating,  drinking, 
giving,  taking,  break¬ 
ing,  seated ;  goer, 
comer,  runner,  givers, 
a  taker,  giver,  relin¬ 
quisher  ;  on  falling, 
on  giving. 

X.  Adjectives.  Predicate. 

To  be  good,  hot,  white, 
black,  small,  large ; 
To  make  good,  hot, 
white,  black,  small, 
large;  To  be  better, 
best;  bad,  worse, 


119 

na,  degna,  digana ; 
marna ;  marna,mar- 
wana ;  paipa,  pana, 
puana ;  banna,  ban¬ 
ana,  banwana ; 
wikna,  wecna,  wik- 
ana;  sarna,  sarna ; 
carna,  carna ;  carh- 
na,  cariina ;  calna, 
oalana  ;  pina,  pia- 
na;  laggna,  lana, 
lawana. 


VIII.  Mar  ghattea,  marea 
gea,  marida ;  etc., 
etc. 

IX.  JandeS.aundeSjbhajj- 
deS,  khandeS,  pin- 
deS,  dendet  lendeS, 
trordeS,  baitheS ; 
janwala,  aunwala, 
bhajjanwala,  den- 
wale  ;  leu,  deu, 
chaddu ;  diggdea 
sar,  dendeS  sar. 

X.  Cahga  hona,  tatta, 
citta,  kala,  nikka, 
wadda ;  Canget,  tat- 
tea,  cittea,  kales, 
nikka,  wadda, 
karna ;  edti  cahga, 
h5na,  sabbhnS  thS 


!20 


PA.NJABI  GRAMMAR. 


worst ;  long,  longer, 
longest ;  big,  bigger, 
biggest ;  3'Oung, 
younger,  youngest ; 
straight,  straighter, 
straightest.  More  or 
less. 

XT.  Numerals.  Cardinals. 
First,  second,  third, 
etc.  .About  ten.  about 
five. 


XII.  Adverbs.  Now,  just 
now,  to-day,  yet, 

hithe)',  near,  here, 

there;  with  difficulty, 
not  at  all,  quickl}^ 
speedily,  thus,  that 
way,  this  way, 

yesterday,  day  before 
yesterday,  day  before 
that,  to-morrow, 
early,  this  time, 

month,  or  year,  yes, 
no,  not,  very,  then, 
indeed,  forcibly, 
before,  behind. 

XIII.  Prepositions.  To, 
from,  by,  in,  toward, 
under,  for,  like,  equal 
to,  for  sake  of,  about, 
before,  behind,  till, 
up  to,  from,  from  out 


cangii  hona,  bura 
lamma,  wadda,  nik- 
ka,  siddha.  Edu, 
sabbhna  thS,  nal5, 
-era.  WaddhghatC 

XI.  Ikk,  do  trai,  car,  panj, 
die,  satt,  atth,  nau, 
das,  will,  panjhi, 
panjah,  sau,  hazar. 
Paihla,  dujja,  trijja, 
cautha,  panjwa, 
sattwS,,  atthwS, 
nauwS,  daswa,  das- 
ku,  panjku,  etc. 

XII.  Hun,hune,ajj,aje,ure, 
nere,  etthe,  otthe, 
masa,  ukka  na,  che- 
ti,  shitabi,  ain,  un, 
6s  tarhS,  es  tarhS, 
kali,  parsB,  cauth, 
bhalke,  sawele,  ait- 
ka,  aho,  nehl,  na,  hi, 
ta,  te,  bado  badi, 
agge,  picche. 


XIII.  Nil,  the,  de  kolo,  (de) 
wicc,  (de)  wall,  (de) 
hetli,  (de)  waste, 
(de)  wangU,  de 
barabar,  di  khatar, 
di  babat,  (de)  agge. 


PANJABI  GRAMMAR. 


121 


of,  inside,  with,  com¬ 
pared  with,  from. 


XIV.  Conjunctions.  If,  if, 
and,  then,  or,  though, 
rather,  but,  lest,  also, 
even, then, whether. . 
or,  for  this  reason,  for 
which  reason,  where¬ 
fore  ?  when, when,  be¬ 
cause,  so  that,  since. 


(de)  picche,  tori,  tal, 
-5,  (de)  wiceS,  (de) 
wdshkar,  (de)  nal, 
(de)  nal6,  (de)  wal¬ 
ls. 

XIV.  Je,jekar,te,ta,ya,bha- 
wS,  sags,  par,  mate, 
bi,  tami,  cahe  . . 
cahe,  es  karke,  jis 
karke,  kis  karke. 
JadQ,  jadb  da,  kyUjo, 
tajo,  jicir. 


Fluent  and  ready  command  of  the  XIV  classes  of  these  words 
will  insure  the  correct  use  of  the  whole  language. 


PART  III. 

[ior  summary  of  principal  grammatical  contents,  see  p.  265.] 

Lesson  /. 

Directions  for  Study 

The  student  should  take  one  of  his  slips  ^  and  write  on  it 
major  clau.se  let,  in  English  only.  If,  however,  he  is  carrying  on 
at  the  same  time  the  study  of  the  native  script,  the  letters 
should  be  inscribed  just  beneath  the  English,  and  the  eye, 
unconsciously  falling  on  them  as  it  rests  on  the  English,  will 
become  accustomed  to  them,  and  will  be  ready  later  on  for  an 
inductive  study  of  the  character.  As  the  student  rests  his  eye 
on  the  English,  the  teacher  should  repeat  the  Panjabi,  and  if  a 
picture  of  the  scene  of  “  The  Woman  at  the  Well  ”  can  be  used, 
it  will  be  best  to  point  to  persons  and  things  so  that,  as  soon  as 
possible,  the  words  may  begin  to  function,  i.e.,to  convey  meaning 
directly  without  translation.  After  the  teacher  has  repeated,  six 
or  eight  times,  ikk  janani  shahro  pani  bharn  ai,  he  should 
break  it  into  two  breath-groups  ikk  janani  shahro  and  pani 
bharn  ai,  and  the  pupil  should  repeat  them  thus,  learning  to 
say  the  first  three  words  before  taking  up  the  second  three. 
When  he  can  repeat  the  second  three  he  should  say  the  whole 
six  words,  alternately  with  the  teacher,  till  he  can  say  them  with¬ 
out  hesitation.  It  is  important  that  this  repetition  be  alternate, 
and  not  in  concert  with  the  teacher. 

Once  the  pupil  can  say  the  whole  sentence  fiiirly  well,  it  may 
be  written  on  the  reverse  of  the  slip,  with  the  English  equival¬ 
ent  under  each  Panjabi  word. 

Ikk  janani  shahrb  pani  bharn  ai. 

One  woman  city-from  water  draw-to  came. 

1  These  principles  are  to  be  followed  with  all  lessons  in  Part  III. 

^  Get  800  or  1,000  slips  of  cardboard  or  paper,  stiff  enough  to  shuffle 
nicely,  about  2  in.  wide  and  4  or  5  in.  long,  for  “  slip  study,”  and  a  100 
paper-clips  for  holding  sets  of  slips  together.  The  paper  may  be  had  in 
large  sheets  and  cut  to  size  by  the  dealer. 


PANJABI  GRAMMAR. 


12:3 


Tills  reverse  side  will  do  as  the  basis  of  the  second  lesson, 
tmt  if  the  student  is  tired,  he  should  rest  from  work  on  the 
■major  and  take  up  the  minors,  the  ‘‘derived  .sentences.”  In 
the.se  the  familiar  words,  cast  into  new  combinations,  are  used 
to  reveal  the  secrets  of  the  language.  New  uses  of  familiar 
words  allow  the  student  to  give  his  attention  to  the  grammatical 
form  of  the  words  and  sentences,  instead  of  having  his  whole 
attention  engrossed  with  the  meanings. 

So,  too,  working  over  old  words  in  new  combinations  fixe.> 
tlie  words  more  firmly  in  the  memory,  and  assists  in  the  memoris¬ 
ing  of  the  as  yet  imperfectly  mastered  major. 

After  taking  up  la  and  mastering  it  so  a.s  to  be  able  to  repeat 
it  five  times  in  twelve  seconds,  the  pupil  may  write  clause  b 
on  the  slip  in  Engli.sli  (while  under  it,  if  he  is  learning  the 
character,  should  be  written  the  Panjabi  letters)  in  this  order 
and  Jesus,  Who  was  silting  on  the  well,  said  to  her,  Give  me  to 
drink.  In  order,  however,  to  teach  this  simply  and  easily  the 
teacher  should  say  the  last  clause  first,  and  it  would  be  well  for 
the  student  to  lay  his  slip  b  aside  temporarily,  while  he  writes 
three  new  temporary  slips  and  learns  them  in  this  order.  Give 
me  to  drink,  then  and  Jesiis  said  to  her,  and  finally  Who  was  sit¬ 
ting  on  the  well.  Now  having  mastered  the  three  in  this  form, 
he  must  recombine  them  into  the  first  form,  and  Jesus,  Who  was 
sitting  on  the  well,  said  to  her.  Give  me  to  drink.  When  he  has  so 
far  learned  any  clause  that  he  can  repeat  it  after  the  teacher,  he 
should  have  the  Roman-Panjabi,  with  underlined  English  mean¬ 
ing,  written  on  the  reverse  of  his  slip  te  Yesu,  Jehra  khuh  te 
baitha  si,  ohnfl  akhea,  Mena  pani  pia  de,  and  Jesus,  Who  well 
on  seated  was  her-to  said,  Me-to  water  make-drink  give.  When 
he  can  say  clause  b  in  the  regular  order,  he  should  alternate  it 
with  clause  a,  until  he  can  say  both  in  seven  seconds.  When  this 
■speed  has  been  reached,  or  sooner,  if  wearied,  he  mav  take  up 
the  derived  sentences  of  lb  and  master  them,  noting  the  gram¬ 
matical  forms  and  changes. 

Now  write  Ic  in  English  and  let  the  teacher  say  it  in  three 
breath -groups — 


124 


PANJABI  GRAMMAR. 


shahr  gae  hoe  san. 
kjrOjo  ohde  cele. 
roti  mull  lain. 


city  gone  been  were, 
why-that  him-of  disciples, 
bread  buy  take -for. 


When  able  to  repeat  this,  write  it  with  English  interlined  on 
the  reverse  and  memorise  clause  to  speed.  Now,  with  eyes  on  the 
English  slips,  recite  ah  c  in  any  and  every  order  up  to  required 
speed  of  5  syllables  per  second,  or  all  in  13  seconds. 

When  speed  has  been  attained,  write  I  d  and  get  the  teacher  to 
give  it  in  four-breath  groups,  Jad5  oh  mur  ae — tad  kise  ohnd 
na  akhea — eh  kaun  e  ?  yS,  Tfl  ki  cahnna  §  ?  When  able  to 
say  them  fairly  well  first  separately  and  then  together,  write 
them  on  the  reverse  and  link  up  with  ah  c  by  repeating  from 
the  English  slips  in  the  order  a  d,  b  d,  c  d,  d  a,  d  c,  d  b, 
until  the  four  clauses  abed  can  be  said  in  any  order  in  17 
seconds. 

During  the  mastery  of  these  major  sentences  the  minors  will 
richly  repay  careful  study,  for  thus  an  inductive  acquaintance 
with  grammatical  principles,  and  the  practical  mastery  of  the 
same,  will  be  easily  attained — easily  as  compared  with  the 
scholastic  method,  but  still  it  will  require  exacting  application  to 
fix  all  these  forms  in  mind. 

The  succeeding  idioms  grouped  under  Lesson  I  will  in  the 
same  manner  give  an  insight  into  the  structure  of  the  Panjabi 
language.  Not  one  of  them  can  safely  be  omitted.  See  remark 
at  end  of  Lesson  I. 


A  note  of  warning. 


There  is  a  danger  that  in  acquiring  facility  of  utterance,  accur¬ 
acy  of  pronunciation,  especiall}'  ai^  regards  giving  full  value  and 
distinctive  character  to  the  unaccented  medial  and  final  vowels, 
particularly  a,  e,  i,  may  be  overlooked.  It  is  very  characteristic 
of  Engli.sh  to  pronounce  the  final  vowel  in  fir,  her,  fur,  honour, 
beggar,  with  the  same  sound,  but  in  Panjabi  each  vowel  has  its 
own  distinct  sound .  So  in  Panjabi  some  Westerners  are  inclined 
to  pronounce  alike  words  ending  in  e  and  i.  English  words  like 
villa,  America,  should  not  induce  us  to  shorten  the  final  a  of 
Panjabi  word.s,  such  as  babba,  kakka. 


PANJABI  GRAMMAK. 


125 


Lesson  I  {a). 

A  woman  came  from  the 

Ikk  janani  shahrS  pani 

cit}'  to  draw  water. 

bharn  ai. 

Derived 

Sentences. 

1. 

A  woman  came. 

Ikk  janani  ai. 

2. 

A  woman  came  from  the 
city. 

Ikk  janani  shahrS  ai. 

:i. 

A  woman  came  to  draw 

water. 

Ikk  janani  pani  bharn  ai. 

4. 

Did  the  woman  come  ? 

Janani  ai  ? 

5. 

Yes,  she  came. 

Aho,  ai. 

6. 

Is  there  water  ? 

Pani  hai  we  ? 

7. 

Yes.  there  is. 

Aho,  hai  we. 

S. 

Did  he  come  from  the 
city  ? 

ShahrB  aea  ? 

9. 

Yes,  he  came  from  the 
city. 

Aho,  shahrS  aea. 

10. 

Did  the  gentleman  come  ? 

Sahb  aea  ? 

11. 

Yes  and  his  wife  too. 

Ah5,  aea,  te  Memsahb  wi  ai. 

12. 

Draw  water. 

Pani  kaddh. 

13. 

Cume  and  draw  water. 

A,  pani  kaddh. 

14. 

Come  to  the  city. 

Shahr  a. 

Lesson  1(h). 

And  Jesus  who  was  sitting 

(b)  Te  Yesu,  jehra  khuh  te 

on  the  well  said  to  her, 

baitha  si  ohnS  akhea, 

give  me  to  drink. 

Mena  pani  pialde. 

Derived  i 

Sentences. 

1. 

Jesus  came  to  the  well. 

1.  Yesu  khuh  te  aea. 

2 

Jesus  sat  on  the  well. 

2.  Yesu  khuh  te  baitha. 

3. 

Jesus  came  and  sat  on  the 
well. 

3.  Yesu  khuh  te  a  baitha. 

4. 

The  woman  came  to  the 
well. 

4.  Janani  khuh  te  ai. 

5. 

Jesus  was  at  the  well,  and 

6.  Yesu  khuh  te  si,  te 

the  woman  came. 

janani  ai. 

6. 

The  woman  came  from  the 

6.  Janani  shahrS  ai,  te  ikk 

126 


PANJABI  GRAMMAR. 


city  and  a  man  was  sit¬ 
ting  on  the  well. 

7.  This  man  was  the  Lord 

Jesus. 

8.  A  man  said  to  the  woman, 

give  water. 

9.  Give  the  man  a  drink. 

10.  Give  the  man  water. 

11.  Give  the  woman  water. 

12.  Draw  water  and  give  it  to 

me. 

1.3.  The  woman  came  to  draw 
water  from  the  well. 

14.  The  woman  who  was  in 

the  city  came  to  draw 
water. 

15.  The  man  who  was  in  the 

city  came  to  draw'  water. 

16.  Put  the  woman  out  of  the 

city. 

17.  Pull  thf'  man  ont  of  the 

water. 

18.  Take  me  out  of  the  well. 

19.  Give  him  a  drink. 

20.  Two  women  came  from 

the  city. 

21.  Two  mencameto  thewell. 

22.  Eight  men  and  women 

came  to  the  city. 

23.  He  was  at  the  well. 

24.  Five  men  were  at  the  well. 


jana  khuh  te  baitha 
si. 

7.  Eh  jana  Khudawand 

Yesti  si. 

8.  Ikki  jane  janani  nfl  akh- 

ea,  pani  deh.  (Sr-c 
Gram.,  p.  286.) 

9.  Jane  nfl  pani  piyal. 

10.  Jane  nfl  pani  deh. 

11.  Janani  nft  pani  deh. 

12.  Mena  pani  bhar  de. 

13.  Janani  khuhB  pani 

bharn  ai. 

14.  Oh  janani,  jehri  shahr 

wicc  si,  pani  bharn  ai 
si. 

15.  Oh  jana,  jehra  shahr  wicc 

si,  pani  bharn  aea  si. 

16.  J anani  ntt  shahrS  kaddh. 

17.  Jane  uft  pan!  wiccS 

kaddh. 

18.  Menfl  khuh  wiccS  kaddh. 

19.  Ohna  pani  piyal. 

20.  Do  janani!  shahrS  ai!. 

21.  Do  bande  khuh  te  ae. 

22.  Atth  jane  janani!  shahr 

ae. 

23.  Oh  khuh  te  si. 

24.  Panj  bande  khuh  te  san. 


Lesson  1(c). 


For  his  disciples  had  gone 
to  the  city  to  buy  bread. 


(c)  kySjo  ohde  cele  roti  mull 
lain  waste  shahr  gae 
hoe  san. 


PAN.TABI  GRAMMAR. 


127 


Drrivkd  Sentences. 


1. 

Why  did  they  come  ? 

1. 

Oh  kyfl  ae  ? 

2. 

They  came  for  bread 
(food). 

2. 

Oh  roti  waste  ae. 

3. 

Why  did  they  go  to  the 
city  ? 

.3. 

Oh  shahr  kyU  gae  ? 

4. 

They  went  to  got  water. 

4. 

Oh  pani  lain  gae. 

5 

His  disciples  cnme  to  the 
well. 

5. 

Ohde  cele  khtih  te  ae 

san. 

6. 

He  went  to  draw  water. 

6. 

Oh  pani  bharn  waste 

gea. 

7. 

She  went  to  get  bread 
(food). 

7. 

Oh  roti  lain  gei. 

8. 

They  went  to  get  the 

woman. 

8. 

Oh  janani  nu  lain  gae. 

9. 

The  men,  who  went  to  the 
city,  were  his  disciples. 

9. 

Oh  bande,  jehre  shahr 
gae,  ohde  cele  san. 

10. 

Buy  food  (bread),  brother. 

10. 

Roti  mull  lai,  bhai. 

11. 

Give  bread  to  the  disciple, 
sir. 

11. 

Roti  cele  nh  deho,  ji. 

12. 

Give  water  to  the  disciples, 
sir. 

12. 

Pani  celea  nS  deho,  ji. 

13. 

Take  bread  for  the  Master, 

sir. 

1.3. 

Hiudawand  waste  r5ti 
lao,  ji. 

14. 

Have  you  come  to  buy 
(take)  bread  ? 

14. 

R6G  lain  ae  o  ? 

16. 

They  went  to  give  bread 
to  the  disciples. 

16. 

Oh  celea  nfl  roti  den 

gae. 

16. 

He  was  seated  at  the  well. 

16. 

Oh  khuh  te  baitha  hoea 

si. 

Oh  khuh  te  baithi  hoi  si. 

17. 

She  was  seated  at  the  well. 

17. 

18. 

They  were  seated  at  the 
well. 

18. 

Oh  khtih  te  baithe  hoe 

san. 

19. 

They  (fem.)  were  seated  at 
the  well. 

19. 

Oh  khuh  te  baithia  hoia 

sad. 

20. 

Buy  bread  from  the  city. 

20. 

Shahr5  roti  mull  lai 

PANJABI  GRAMMAR. 


128 


21. 

22. 

23. 

24. 


Give  the  bread  that  came  21. 
from  the  city. 

The  woman  who  came  to  22. 
draw  water,  give  her 
bread. 

The  water  which  you  drew  23. 
from  the  well,  give  it. 

Have  you  been  to  the  city  24. 
(and  come  back)  1 

Lesson  I{d) 


Jehri  roti  shahrS  ai,  oh 
dehS. 

Jehri  janani  pani  bharn 
waste  ai,  ohnQ  roti 
deho. 

Jehra  pani  tfl  khilhS 
kaddhea,  oh  deh. 

ShahrS  ho  ae  o  ? 


When  they  came  back  no  JadS  mur  ae,  tS,  kise  ohnfi 
one  said  to  him,  who  is  this  ?  na  akhea,  eh  kaun  e  ?  yS,  tfi 
or  what  do  you  want  ?  ki  cahnna  I  ? 


Derived  Sentences. 


1 .  What  is  this  ? 

2.  Stop  (doing  that)  brother. 

3.  Come  again,  brother. 

4.  Who  are  you  (familiar  or 

to  a  servant)  ? 
d.  Who  are  you  (polite)  ? 

6.  When  she  came  he  said, 

give  me  a  drink. 

7.  They  went  back  to  get 

bread. 

8.  Say  it  again. 

9.  Come  again. 

10.  Stop  doing  that. 

11.  Do  you  wish  for  food  ? 

12.  He  wishes  for  food. 

13.  I  want  water. 

14.  What  did  you  say  ? 

15.  What  did  he  say  ? 

16.  What  did  you  (polite) 

say? 

17.  What  did  the  disciples 

say  ? 


1.  Ehkie? 

2.  Mur,  bhai. 

3.  Mur  awi,  bhai. 

4.  Tti  kaun  e  ? 

5.  Tusi  kaun  o  ? 

6.  Jad3  ai,  os  akhea,  pani 

pia. 

7.  Roti  lain  mur  gae. 

8.  Mur  akho. 

9.  Mur  ao. 

10.  Mur  ja6. 

11.  Td  rdti  cahnna  S  P 

12.  Oh  r5ti  oahnda  e. 

13.  Mai  pan!  oShnnfi  wi. 

14.  Ttl  kl  akhea  P 

15.  6s  ki  akhea  P 

16.  Tusd  ki  akhea  P 

17.  C51eS  ki  Srkhea  P 


PAKJABI  GRAMMAR. 


129 


18. 

Did  I  say  it  right  ? 

18. 

Mai  thik  akhea  ? 

19. 

Yes,  you  said  it  right. 

19. 

Ah5,  tusS  thlk  akhea  P 

20. 

Did  he  say  it  correctly  ? 

20. 

6s  thik  akheS.  si  P 

21. 

No,  he  did  not  say  it  cor¬ 

21. 

iNehl,  os  thik  nehl  i 

rectly. 

akhea. 

22. 

Did  you  say  it  right  ? 

22. 

TusS  thik  akhea  P 

23. 

Yes,  I  said  it  correctly. 

23. 

Aho,  mal  thik  akhea. 

24. 

Who  said  it  ? 

24. 

Kis  akhea  P 

25. 

No  one  at  all  said  it. 

26. 

Kise  wi  na  akhea. 

Lesson  /(c). 
Derived  Sentences. 


What  is  this  ?  It  is  a 

1. 

Eh  ki  e  ?  Eh  khuh  e. 

well. 

Who  came  to  the  well  ? 

2. 

Khtlh  tekaun  aeaP  ^.u- 

The  Lord  Jesus  came  to 

d§.wand  Yesa  khuh  te 

the  well. 

aea. 

Who  came  to  the  well 

3. 

ShahrS  kaun  khhh  te  ai  P 

from  the  city  ? 

A  woman  came  to  the  well 

4. 

Ikk  janani  shahrS  khah 

from  the  city. 

te  ai. 

Who  was  sitting  on  the 

6. 

Khah  te  kaun  baitha  si  P 

well  ?  The  Lord  was. 

^kadawand  baitha 

What  did  he  say  to  her  ? 

6. 

SI. 

Ohnti  ki  akhea  saP 

He  said,  give  to  drink. 

Akhea  sa  pani  pia. 

Who  had  gone  to  the  city  ? 

7. 

Kaun  shahr  gae  hoe  sapP 

His  disciples  had  gone. 

Ohde  cele  gae  hoe 

What  had  they  gone  to 

8. 

san. 

Oh  ki  lain  gae  hoe  san  ? 

get  ?  Thej'^  had  gone 

R5ti  lain  gae  hoe  san. 

to  get  bread. 

Who  is  this  woman  ?  She 

9. 

Eh  janani,  kaun  e  P  Eh 

is  a  Samaritan. 

Samaran  e. 

Who  is  this  man  ?  He  is 

10. 

Eh  banda  kaun  e  P  Oh 

a  Jew. 

Yahadi  e. 

9 

]30 


PANJABI  QBAMMAR. 


1 1 .  Who  are  these  men  1 

They  are  his  disciples. 

12.  Are  his  disciples,  too, 

Jews  ?  They,  too,  are 
Jews. 

13.  Who  are  these  women  ? 

They  are  city  women. 

14.  Who  is  coming  from  the 

city  ?  Some  woman. 

15.  Who  are  going  to  the 

city  ?  The  disciples  are 
going. 

16.  Why  are  they  going  to  the 

city  ?  They  are  going 
to  get  bread. 

17.  Are  they  coming  back 

now  ?  Yes,  when  they 
buy  food,  they  will 
come  back. 

18.  When  did  Jesus  say  to 

the  woman.  Give  me  a 
drink  ?  When  she  came 
to  draw  water  he  said 
it. 

19.  Woman,  what  dost  thou 

want  ? 

20.  Sir,  I  want  to  draw  water 

from  this  well. 

21.  My  man,  what  have  you 

come  for  ?  or  how  have 
you  come  ? 

22.  Sir,  1  have  come  to  buy 

food  from  the  city. 

23.  Men,  what  do  you  wish  ? 

We  want  water  to  drink. 


11.  £h  band@  kaun  n§  P 

Ohde  cSle  n§. 

12.  Ohde  cels  wi  Yahfldi 

nS  ?  Ah5,  6h  wi  Ya- 
hhdi  n§. 

13.  £h  budi^lS  kaun  n§  P 

Sh  shahr  diS  buddhit 
nl. 

14.  ShahrS  kaun  aundi  eP 

K5i  jananl  aundi  e. 

15.  Shahr  nd  kaun  pae  jande 

u§  P  C61S  jande^ni. 

Oh  shahr  nfi  kyfl  jande 
n§  P  R6ti  lain  jande 
nl. 

17.  Hu^e  mur  aunge  P  Aho, 

jadi  r5ti  lellainge  tl 
mur  aunge. 

18.  Yestl  jananl  nfi  kadS 

akhea,  Menfl  pani  pia  P 
jadS  6h  pani  bharn  fii, 
tadi  akhea. 

10.  Buddhiye,  ttl  ki  cahnni 
IP 

20.  Janab,  mal  Ss  khflhl  pa¬ 

ni  kad(Una  cahnnil. 

21.  Janeft,  td  kis  tarhl  aea 

IP 

22.  HazUr,  mal  tl  shahrl 

r5tl  mull  lain  aea  w3. 
28.  Janed,  tus)  kl  ofihnde  o  P 
Asl  pin  jdga  pani 
cahnne  I. 


PANJABI  GRAMMAR. 


131 


24.  Sisters,  what  do  you 
wish  ?  We  came  to  get 
bread. 

26.  What  do  his  disciples 
want  ?  They  want  to 
say  something  to  him. 

26.  Madam,  where  are  you 

going  ?  I  am  going  to 
the  city. 

27.  My  boy,  where  are  you 

going  ?  I  am  going  to 
the  city  for  bread. 

28 .  Old  man,  j^ou  are  going  to 

the  well,  aren’t  you  ? 

29.  No,  but  1  am  going  to  the 

city  by  way  of  the  well. 

30.  Disciples,  you  are  going  to 

get  bread,  are  you  not  ? 
Yes,  sir. 

31.  Where  is  the  woman 

going  ?  To  the  well, 
sir. 

32.  Where  is  that  man  going  ? 

He,  too,  is  going  to  the 
well. 

33.  Where  are  the  disciples 

going  ?  To  draw  water. 


24.  Bhaino,  tusi  kl  cahndla 

o?  Asl  roti  lain  aia 

a. 

25.  Ohde  cele  ki  cahnde 

ni  ?  Ohnft  kujjh  akh- 
na  cahnde  nS. 

26.  Memsahb,  tusl  kitthe 

jande  o  ?  Mai  shahr 
janni  a. 

27.  Mundea,  tfl  kitthe  j anna 

S?  Roti  waste  shahr 
janna  wS. 

28.  BudcUiea,  tft  khuh  te 

janna  i  na  ? 

29.  Nehi,  par  mai  khiihS 

hoke  shahr  janna  wS. 

30.  Celeo,  tusi  roti  lain 

jande  o  na  ?  Janab. 

31.  Oh  janani  kitthe  jandi 

e?  Khuh  te,  janab. 

32.  Oh  banda  kitthe  janda 

e  ?  Oh  wi  khuh  te 
janda  e. 

33.  Oh  cele  kitthe  jande  ni  ? 

Pani  bharn. 

34.  Jananit  kitthe  jandii 

ni?  Shahr jandia  ni. 


34.  Where  are  the  women 
going  ?  They  are  going 
to  the  city. 

Lesson  1(f)- 

Negative,  Interrogative  and  Assertive  Forms. 

It  would  be  well  to  have  a  picture  of  this  incident  and  to  learn, 
by  pointing  to  the  objects,  to  pass  directly  from  the  object  to  the 
Panjabi  name. 


132 


PANJABI  GRAMMAR. 


1.  What  is  this  ?  It  is  a  well. 

(a  city,  a  man.  a  woman, 
water,  a  water-pot). 
What  are  these  ?  These 
are  men,  (women,  water- 
pots). 

2.  It  is  not  a  well. 

Is  it  a  water-pot  ?  It  is. 

This  is  a  water-pot,  isn’t  it? 
This  is  not  a  water-pot,  is 
it? 


1.  Eh  ki  e  ?  Eh  khuh  e, 

[shahr,  banda,  janani, 
pani,  ghara]. 

Eh  ki  n§  ?  Eh  bande 
ni,  [janania,  ghare]. 

2.  Eh  khuh  nehl  e. 

Eh  ghara  we  ?  Aho,  hai 
ghara. 

Eh  ghara  we  na  ? 

Eh  ta  ghara  nehl  na  ? 


Each  “  person  ”  in  3  rf,  6,etc  ,  should  be  written  on  a  separate 
slip  and  learned  to  speed,  and  that  in  connection  with  the 
other  persons,  for  thus  learned,  it  is  instantly  available 


for  use. 

(а)  I  am  going  to  buy  bread 

You  (s.)  are  going  to  buy 
bread. 

He  is  going  to  buy  bread. 

We  aregoing  to  buy  bread. 

You  are  going  to  buy  bread. 

They  are  going  to  buy 
bread 

(б)  I  am  not  going  to  draw 

water. 

You  are  not  going  to  draw 
water. 

He  (she)  is  not  going  to 
draw  water. 

We  are  not  going  to  draw 
water. 

You  are  not  going  to  draw 
water. 


Mai  rot!  lain  janna  wt  [fern, 
janni  a]. 

Tfi  rot!  lain  janna  I  [fern, 
janni  S]. 

Oh  roti  lain  janda  e  [fern, 
jandi  e]. 

Asi  roti  lain  janne  S  [fern, 
jannia  S]. 

Tusi  roti  lain  jande  o  [fern, 
jandii  o]. 

Oh  roti  lain  jande  nS  [fem. 
jandia  ne]. 

Mai  pani  bharn  nehl  janda 
[fem.  jandi]. 

Tfl  pani  bharn  nehl  janda 
[fem.  jandi]. 

Oh  pani  bharn  nehf  janda 
[fem.  jandi]. 

Asi  pani  bharn  neh!  jande 
[fem.  jandiS]. 

Tusi  pani  bharn  nehi  jande 
[fem.  jandiS]. 


PANJABI  grammar. 


133 


They  arenotgoingto  draw 
water. 

(c)  I  came  for  a  water-pot. 
You  came  for  a  water-pot. 
He  (she)  came  for  a  water- 
pot. 

We  came  for  water-pots. 
You  came  for  water-pots. 
They  camefor  water-pots, 
{d)  I  did  not  come  fora  water- 
pot. 

You  did  not  come  for  a 
water-pot. 

He  did  not  come  for  a 
water-pot. 

W e  did  not  come  for  water- 
pots. 

You  did  not  come  for 
water-pots. 

They  did  not  come  for 
water-pots. 

(e)  I  have  come  from  the  city. 
You  have  come  from  the 
city. 

He  (she)  hascome  from  the 
city. 

We  have  come  from  the 
city. 

You  have  come  from  the 
city. 

They  have  come  from  the 
city. 

(/)  I  have  not  come  from  the 
city. 

You  have  not  come  from 
the  city. 


Oh  pani  bharn  nehi  jande 
[fern,  jandia]. 

Mai  ghare  waste  aea  [ai]. 

Tu  ghare  waste  aea  [ai]. 

Oh  ghare  waste  aea  [ai]. 

Asi  gharea  waste  ae  [aia]. 
TusI  gharea  waste  ae  [aia]. 
Oh  gharea  waste  ae  [aia], 

Mai  ghare  waste  na  aea  [ai]. 

Tfl  ghare  waste  na  aea  [ai]. 

Oh  ghare  waste  na  aea  [ai]. 

Asi  gharea  waste  na  Se  [aia]. 

Tus!  ghareS  waste  na  ae  [ait]. 

Oh  gharea  waste  na  ae  [aia]. 

Mai  shahrS  aea  wa  (ai  t). 

Tfl  shahrS  aea  [ai]  i. 

Oh  shahrS  aea  [ai]  e. 

Asi  shahrS  ae  [ait]  a. 

Tusi  shahrS  ae  [ait]  o. 

Oh  shahrS  ae  [ait]  ng. 

Mai  shahro  nehi  aea  [ai]. 

Tfl  shahrS  nehi  aea  [ai]. 


134 


PANJABI  GRAMMAR. 


He  (Sihe)  hasnotcomefrom 
the  city. 

Wehavenotcoraefrorn  the 

city. 

You  have  not  come  from 
the  city. 

They  have  not  come  from 
the  city. 

(g)  I  eat  bread  daily. 

You  eat  bread  and  butter 
daily. 

He  eats  meat  daily. 

We  drink  water  daily. 

You  drink  milk  daily. 

They  drink  tea  daily. 

(h)  Interrogative 

Who  am  I  ?  You  are  a 
Panjabi. 

Who  are  you  ?  I  am  a 
carpenter  ? 

Who  is  he  ?  she  ?  He  is  a 
teacher,  she,  etc. 

Who  are  we  1  You  are 
farmers. 

Who  are  you  ?  We  are 
strangers. 

Who  are  they  ?  They  are 
beggars. 

Is  she  drawing  water  ?  No, 
she’s  not. 


Oh  shahrS  nehl  aea  [ai]. 

A  SI  shahrS  neh!  ae  [aiS]. 

Tusi  shahro  nehl  ae  [aiS]. 

Oh  shahrS  nehl  ae  [aitj. 

Mai  roz  roti  khanna  wS 
[khanni  a]. 

Tfi  roz  rotl  makkhan  khanna 
I  [khanni  §]. 

Oh  roz  mas  khanda  we 
[khandi  e]. 

Asi  roz  pan!  pinne  a  [pinnia 

a]. 

Tusi  roz  duddh  pinde  o  [pin- 
dia  o]. 

Oh  roz  cah  pinde  n6  [pindiS 
nl]. 

WHO  OR  WHAT? 

Mai  kaun  a  ?  Tft  Panjabi  §. 

Tfi  kaun  I  ?  Mai  tartan 
wa. 

Oh  kaun  e  ?  Oh  astad  we* 
Oh  astanni  e.  (In  villages 
astadni.) 

Asi  kaun  S  ?  Tusi  jatt  o  (in¬ 
quire  meaning.) 

Tusi  kaun  o?  Asi  ©pare  a. 

Oh  kaun  ne?  Oh  mahgan- 
wale  n§  (Mahganwalit  nS.) 
Oh  pani  bhardi  e  P  Nehi, 
pan!  nehi  bhardi. 


PANJABI  OBAMMAR. 


135 


Is  he  sitting  on  the  well  ? 
No,  he  is  not. 

Are  the  men  going  to  the 
city  ?  No,  they  are 
not  going. 

.Are  the  women  drawing 
water  ?  No,  they  are 
not  drawing  water. 

What  are  j'ou  doing  ? 

What  is  he  doing  ? 

What  is  she  doing  ? 

What  are  the  women  do¬ 
ing  ? 

What  are  the  men  doing  ? 

What  are  you  doing  ? 

What  are  you  (f  )  doing. 


Oh  khuh  te  bai^ha  we  ? 

Neh!,  khtlh  te  neh!  baitha. 
Oh  shahr  jande  nS  ?  Nehl, 
oh  shahr  neh!  jande. 

Oh  pani  bhardii  nl  ?  Neh!, 
oh  pani  neh!  bhardit. 

Tus!  kl  karde  o  ? 

Oh  ki  karda  e  ? 

Oh  kl  kard!  e  ? 

Oh  ki  kardiS  n§  ? 

Oh  ki  karde  n§  ? 

Tfi  ki  karha  I  ? 

Tfl  ki  karni  g  ? 


Interrogative  Form. 


What  did  he  say  ?  He 
said,  give  me  a  drink. 
What  did  she  say  ?  She, 
too,  said,  give  me  a 

drink. 

What  did  they  say  ?  They 
said,  who  is  this  woman  ? 
What  did  they  (f.)  say  ? 
They  said,  give  us  a 
drink. 

What  did  you  (s.)  say  ?  I 
said,  give  them  a  drink. 
What  did  you  (pi.)  say  ? 
We  said,  give  us  some 
tea. 

What  did  I  say  ?  You  said, 
give  the  cooly  two  pice. 
What  did  we  say  ?  You 
said,  give  the  boy  bread. 


6s  ki  akhea  ?  6s  akhea, 
pani  pial. 

6s  ki  akhea  ?  6s  wi  akhea, 
menfl  pSni  pial. 

Ohna  ki  akhea  ?  OhnS  akh¬ 
ea,  eh  janani  kaun.  e  ? 

Ohng  ki  akhea  ?  Ohna  akh¬ 
ea,  sanft  pani  piao. 

Tft  ki  akhea  ?  Mai  akhea, 
ohnS  nfl  pani  pial. 

Tusa  ki  akhea  ?  AsS  akhea 
sand  cah  piao. 

Mai  ki  akhea  ?  Tusa  akhea, 
kuli  nfi  do  paise  deho. 

AsS  ki  akhea  ?  TusS  akhea, 
munde  nfi  roti  deho. 


136 


PANJABI  GRAMMAR 


Imperatives. 


(i) 

Sit  on  the  well. 

Sit  on  this  chair. 

Sit  here. 

Go  to  the  city  and  buy 
bread,  and  bring  it 
back. 

Come  here. 

Tell  him  to  go  quickly. 

Tell  him  to  come  quickly. 

Come  back  quickly. 

Go  and  give  this  letter  to 
Mr.  Smith. 

Go  and  tell  the  cook  to  get 
bread  from  the  city. 


Khuh  te  bauh,  or  khuh  te 
bauho. 

Es  kursi  te  bauho,  ji. 

Etthe  bauh. 

Shahr  jake  roti  mull  lea. 

Ure  a. 

Ohna  akh,  cheti  jah. 

Ohnft  akh,  shatabi  a. 

Cheti  mure  a. 

Eh  citthi  Smit  sahb  nfi  de  a. 

Jake  khasami  nfi  akho, 
ShahrS  roti  mull  lea. 


If  the  pu  pil  compels  himself  to  master  the  sentences  of  Lesson  I , 
so  that  he  is  ready,  accurate  and  fluent  in  their  use,  he  will  have 


laid  a  sure  foundation  for  a  good  part  of  the  language. 

It  may  be  that  he  will  find  it  convenient  to  go  on  to  the  next 
lesson  before  completing  this  one.  This  is  allowable,  but  there 
is  nothing  in  this  first  lesson  that  should  be  passed  over  without 
being  mastered.  If  he  goes  on,  let  him  not  fail  to  come  back 
and  get  every  expression,  so  that  it  is  on  the  tip  of  his  tongue. 
How  long  will  it  take  ?  Do  not  be  surprised  if  it  takes  a  month 
of  hard  work  entailing  thousands  of  repetitions.  Pay  the  price, 
even  if  it  should  be  ten  thousand,  and  you  will  find  that  succeed¬ 
ing  lessons  will  come  much  easier. 


Lesson  II. 


a  When  they  asked.  What 
shall  we  do 

b  that  we  may  work  the 
works  of  God 

c  then  he  gave  answer  (ans¬ 
wered)  , 

d  This  is  the  work  of  God 


Jad5  ohna  pucchea,  Asi  ki 
kariye 

pai  TOiuda,  de  kamm  kariye 
tad  6s  jawab  ditta 
KTiuda  da  kamm  eh  we 


PANJABI  GRAMMAR. 


137 


e  that  ye  believe  on  him  pai  tusi  6s  te  iman  leao,  jihnfi 
whom  Cod  hath  sent.  Khuda  ghallea  e. 

[Directions  for  memorising.  Learn  according  to  clauses  a,  h, 
c,  d,  e,  writing  each  on  a  slip,  in  the  manner  indicated  for 
Lesson  I.] 

Derived  Sentences. 


1.  What  shall  I  do  ? 

2.  What  work  shall  I  do  ? 

3.  Shall  I  go  to  the  city  for 

bread  ? 

4.  Where  shall  we  go  to  buy 

bread  ? 

Where . meat,  milk, 

wood,  fuel,  stamps  ? 

5  Where  shall  he  go  to  get 
water  ? 

6.  Where  shall  she  go  to  get 

milk  ? 

7.  Where  shall  I  send  him  to 

buy  meat  ? 

8.  When  shall  I  go  to  buy 

wood  ? 

9.  When  shall  he  go  to  the 

city  to  give  you  the 
fuel  ? 

10.  When  shall  they  come 

back  from  the  city  to 
give  you  the  letters  ? 

11.  Shall  I  send  two  women 

to  him  for  water  ? 

12.  Shall  we  send  her  to  the 

city  ? 

13.  Shall  we  draw  water  from 

the  well  in  this  city  ? 

14.  Who  asked  3'ou  to  do  this 

work  ? 


1.  Mai  ki  karS  ? 

2.  Mai  ki  kamm  kara  ? 

3.  Mai  roti  waste  shahr 

jawa  ? 

4.  Kitthe  jake  roti  mull 

laiye  ? 

Kitthe . mas,  duddh, 

lakkar,  ballan,  tikat  ? 

5.  Oh  kitthe  jake  pani  lae  ? 

6.  Oh  kitthe  jake  duddh 

lae  ? 

7.  Mai  ohna  tarkari  waste 

kitthe  ghalla  ? 

8.  Mai  lakkar  mull  lain 

waste  kad§  jawS  ? 

9.  Tuhanh  ballan  den 

waste  shahr  kadS  jae  ? 

10.  Tuhanfi  ciUhia  den 

waste  shahrS  kadS 
mur  aun  ? 

11.  Mai  ohde  kol  do  janania 

pan!  waste  ghalla  ? 

12.  Ohnfi  shahr  ghalliye  ? 

13.  Es  shahr  de  khuhS  pani 

kadrpiiye  ? 

14.  Kis  tenu  akhea,  eh 

kamm  kar? 


138 


PANJABI  GRAMMAR. 


15. 

Mrs.  Smith  told  me  to. 

16. 

Smit  sahb  di  mem  menfl 

akhea. 

16. 

Shall  we  give  you  tea  ? 

16. 

Tuhanfl  oah  piaiye? 

17. 

May  I  go  to  the  city  ? 
Yes,  you  may  go. 

17. 

Mai  shahr  jS  ?  Aho,  jS/ho. 

18. 

Shall  I  take  your  boy 
with  me  to  the  city  ? 

18. 

Mai  tuhadde  munde  nfi 
nal  shahr  lai  jawS  ? 

19 

May  I  ask  her  to  draw 
water  for  two  men  ? 

19. 

Mai  ehnft  akha,  do  ban- 
dea  waste  panikad(Ui  ? 

20, 

Shall  we  go  to  work  ? 

20. 

Kamm  karn  jaiye  ? 
(Kamm  te  jaiye  ?) 

21. 

Come,  let  us  go  to  the  city 
to  work. 

21. 

A  6,  kamm  karn  shahr 
caliye. 

22. 

What  is  the  work  of  God  ? 

22. 

Khuda  da  kamm  ki  e  ? 

23. 

Believe  me  this  is  the 
work  of  God. 

23. 

Mera  jakin  kard,  Khuda 

da  kamm  eh  we. 

24. 

Who  said,  believe  on  him 
whom  God  sent  ? 

24. 

Kis  akhea  Khuda  de 
ghalle  hoe  te  iman 

lead  ? 

25. 

Go,  work  the  works  of  God 
in  this  city. 

25. 

Jaho  te  es  shahr  wicc 

Khuda  de  kamm  karo. 

26. 

The  disciples  of  Jesus  do 
the  works  of  God. 

26. 

Yesu  de  cele  Khuda  de 

kamm  karde  nS. 

27. 

The  woman  said,  I  believe 

on  God. 

27. 

Jananljawab  ditta,  mal 
Khuda  nu  mannia. 

28. 

W’e  believe  on  him  whom 

God  sent. 

28. 

As!  6s  te  iman  leaunne  a, 
jihnU  Khuda  ghallea  e. 

29. 

Shall  we  not  believe  on 

God  ? 

29. 

Khud&  te  iman  na  lea- 

wiye  ? 

30. 

We  believe  that  thou 

earnest  from  God. 

30. 

Sana  yakin  e  pal  ta 
Khmifl,  kolS  aea  i. 

31. 

Jesus  answered  them,  do 

31. 

Yesu  jawab  ditta  pai  tusi 

ye  now  believe  ? 

hun  yakin  karde  o  ? 

32. 

I  work  a  work  which  ye 
will  not  believe. 

32. 

Mai  oh  kamm  karna  wS 

jihda  tusi  yakin  na 

karoge. 


PANJABI  GBAMMAK. 


139 


33.  He  told  the  truth  that  ye 

may  believe. 

34.  When  they  saw  the  works 

that  Christ  did,  they 
believed. 

35.  On  whom  do  you  believe  ? 

I  believe  on  the  Lord 
Jesus  Christ. 

36.  He  has  sent  me  so  that 

the  disciples  may  be¬ 
lieve. 


33.  Os  sacc  akhea  ta  jo  tusl 

iman  lead. 

34.  Jad6  ohna  oh  kamm 

wdkh  lae  jehre  Masih 
kite,  ohnS  iman  lean- 
da. 

35.  Tuhadda  iman  kis  utte 

we  %  or  Tusi  Kihnft 
mannde  6  ?  Mera  iman 
TThiidawaud  Yesu.  Ma¬ 
sih  utte  we. 

36.  6s  menu  es  karke  ghal- 

lea  pai  cele  iman  le- 
aun. 


Present  Subjunctive  and  Future. 


What  good  work  shall  I  do  that 
I  may  inherit  eternal  life  ? 

What  good  work  canst  thou  do 
that  thou  mayest  inherit 
eternal  life  ? 

What  good  work  can  he  do 
that  he  may  inherit  eternal 
life  ? 

What  good  works  shall  we  do 
that  we  may  inherit  eternal 
life  ? 

What  good  works  will  you  do 
that  you  may  inherit  eternal 
life  ? 

What  good  works  can  they  do 
that  they  may  inherit  eternal 
life  ? 

Where  shall  I  go  ? 

Where  will  you  (s.)  go  ? 

Where  shall  he  go  ? 

Where  shall  she  go  ? 


Mai  kehra  nek  kamm  kart 
pai  mal  hamesha  di  zinda- 
gi  da  [di]  waris  bana. 

TS  kehra  n§k  kamm  karg  pai 
tft  hamesha  di  zindagl  da 
[di]  waris  bapg. 

Oh  kehra  bhala  kamm  kare 
pai  oh  hamesha  di  zindagi 
da  [di]  waris  bang. 

As!  kehre  nek  kamm  kariye 
pai  as!  sada  di  zindagi  de 
(dia)  waris  baniye  ? 

Tusi  kehre  nek  kamm  karoge 
pai  tusi  sada  di  zindagi  de 
waris  bano  ? 

Oh  kehre  bhale  kamm  karn 
pai  oh  sada  di  zindagi  de 
(dia)  waris  hon? 

Mai  kitthe  jawS  ? 

Tfi  kitthe  jaiga  ? 

Oh  kitthe  jag  ? 

Oh  kitthe  jag  ? 


140 


PANJABI  GRAMMAR. 


Where  shall  we  go  ? 

Where  will  go  ? 

Wnere  shall  they  go  ? 

Where  will  they  go  ? 

When  shall  I  come  ? 

When  wilt  thou  come  ? 

When  shall  he  come  ? 

When  shall  we  come  ? 

When  will  you  come  ? 

When  will  they  come  ? 

Ask  me. 

Ask  him. 

Work  here. 

Do  your  work  there. 

Give  it  to  me,  brother 
Give  it  to  him. 

Bring  it  quicklj^  my  boy. 
Bring  it  to  me. 

Send  it  at  once 
Send  it  to-morrow. 

I  believe  on  him  whom  God 
sent. 

You  (s.)  believe  on  him  whom 
God  sent. 

He  believes  on  him  whom  God 
sent. 

We  believe  on  him  whom  God 
sent. 

You  believe  on  him  whom  God 
sent. 

They  believe  on  him  whom 
God  sent. 

I  sent  him  [her,  them,  you, 
you  (s.)]  to  draw  water. 

You  (s.)  sent  him  [her,  us,  me, 
them]  to  buy  bread. 


As!  kitthe  jaiye  ? 

Tusi  kitthe  jaoge? 

Oh  kitthe  jan? 

Oh  kitthe  jange? 

Mai  kadS  awa  ? 

TS  kad§  awgda  ? 

Oh  kad6  awe  ? 

As!  kadO  awiye  ? 

TusI  kadS  aode  ? 

Oh  kad6  aunde  ? 

Meth6  puccho. 

Osthd  puccho. 

Etthe  kamm  kar. 

Otthe  apna  kamm  kar. 

MenS  deh,  bhra. 

Ohnfl  de  chaddo. 

Cheti  lea,  puttar. 

Menfl  lea  de. 

Hune  ghallo. 

Bhalke  ghall  deo. 

Oihnfl  ^.uda  ghallea  e,  mai 
oste  iman  leaunna  5. 

Jihnft  'KTmda,  ghallea  e,  tfl 
oste  iman  leaunna  i. 

Jihnft  Khuda  ghallea  e,  oh 
oste  iman  leaunda  e. 

Jihn^  THiuda  ghallea  e,  as! 
oste  iman  leaunne  a. 

JihnS.  'KTiuda  ghallea  e,  tusi 
oste  iman  leaunde  o. 

Jihnft  TThuda  ghallea  e,  oh 
oste  iman  leaunde  n§. 

Mai  ohnft  [ohnft,  ohnSnfl, 
tuhanti,  tenfi],  pan!  bharn 
ghallea. 

Tii  ohnfi  [ohnS,  sanfi,  menri 
ohnSntl],  r5tl  lain  ghallea. 


PANJABI  QRAMMAE. 


141 


He  sent  us  [me,  you  (s.),  you, 
her,  them]  to  get  milk. 

We  sent  him,  (her,  them, 
you  (s.),  you)  to  get  food. 

You  sent  him  [her,  me,  us, 
them]  to  work. 

They  sent  him  [her,  them, 
you  (s.),  you,  me,  us]  to 
work. 


6s  sanu  [menu,  tenU,  tuhanfi, 
ohnfl,  ohnSnu],  duddh  lain 
ghallea. 

AsS  ohnu  [ohnfl,  ohnanft, 
tenu,  tuhanU],  roti  lain 
ghallea. 

Tusa  ohnu  [ohnh,  menu, 
sanh,  ohnanh],  kamm 
karn  ghallea. 

Ohna  ohnft,  [ohnft,  ohnanfl, 
tenfl,  tuhanft,  menfl,  sanft] 
kamm  karn  ghallea. 


The  model  sentence  should  be  written  on  a  large  page  at  first 
in  Panjabi  and  later  on  in  English,  and  the  personal  pronouns  at 
one  side.  The  teacher  .should  point  to  a  different  person  ror 
subject  and  object  each  time,  until  the  pupil  can  go  over  the 
whole  list  with  perfect  ease  and  readiness.  Hesitating,  deliber¬ 
ating,  repetition  of  the  sentences  was  all  right  for  the  Latin 


classroom,  perhaps,  but  it  will 

1  am  doing  my  own  work 
You  (s.)  are  doing  your  own 
work. 

He  is  doing  his 
We  are  doing  our  own  work, 
You  are  doing  your  own  work. 
They  are  doing  their  own  work. 
She  is  doing  her  own  work. 
The  women  are  doing  their  own 
work. 

The  girl  is  doing  her  own  work. 
The  men  are  doing  their  own 
work. 

Write  each  sentence  on  a 
sy)eed . 


not  do  in  actual  life. 

Mai  apna  kamm  karna  a. 

Tfl  apna  kamm  karna  g. 

Oh  apna  karda  e. 

Asi  apna  kamm  karne  a. 

TusI  apna  kamm  karde  o. 

Oh  apna  kamm  karde  nl. 

Oh  apna  kamm  kardi  e. 

Oh  apna  kamm  kardia  nl. 

Kuri  apna  kamm  kardi  e. 

Oh  apna  kamm  karde  nl. 

separate  slip  and  memorise  to 


142 


PANJABI  GRAMMAR. 


Lesson  111. 

a  *  He  who  drinks  of  this 
water  shall  thirst 
again, 

h.*  but  whoever  drinks  of  the 
water  that  I  shall  give, 
c  *  he  shall  never  thirst, 
d  ’*  but  the  water  that  I 
shall  give, 

e  *  it  shall  become  in  him 
a  spring  of  water, 
flowing  for  ever. 


{Future.) 

Eh  pani  jehra  pie  ohnfl  pher 
treh  laggegi, 

par  jo  koi  oh  pani  pie  jehra 
nial  ohnfi  deSga, 
ohnti  kadi  treh  na  laggegi, 
par  jehra  pani  mai  detga, 

oh  ohde  wicc  pani  da  sota 
ban  jaega  jehra  hamesha 
tikar  wagda  rahega. 


Derived  Sentences. 


1 .  This  water  will  make  \’ou 

sick.  (You  will  get  sick 
from  this  water.) 

2.  It  will  never  make  me 

■sick.  (I,  indeed,  shall 
never  get  sick  from 
drinking  the  water.) 

[].  1  shall  never  drink  water 

from  this  well  again. 

4.  .lesus  said,  1  will  give  you 
the  bread  of  life  and 
whoever  will  eat  this 
bread  shall  not  become 
hungry  and  shall  not 
die, 

,0.  The  one  you  give  drink  to 
will  thirst  again,  but 
the  one  Christ  gives 
drink  to  shall  never 
thirst. 


1.  Tfi  es  pani  thS  bamar  ho 

jaiga. 

2.  Mai  ta  eh  pani  pin  nal 

kadi  bamar  na  hawa- 
ga. 

3.  Mai  pher  es  khtih  thS 

pani  kadi  na  piSga. 

4.  Yesu  akhea,  Mai  tuhanft 

zindagi  di  roti  deaga 
te  jo  koi  eh  roti  khae- 
ga  na  ohnu  bhukkh 
laggegi  te  na  oh 
marega. 

5.  Jihnfi  tS  piyalSgi  ohnti 

pher  treh  laggegi,  par 
jihn&  Ma»Ih  piaega 
ohnft  pher  na  laggegi. 


Mi  niorise  a  (’laiise  at  a  time  as  indicated  in  Less.  I 


PANJABI  grammar. 


148 


6 .  Who  believes  on  my  name 

shall  not  die. 

7.  I  will  come  again  and 

take  you  with  me. 

8.  The  Father  will  send  the 

Holy  Spirit  in  my 
name. 

y.  When  the  Comforter  will 
come,  whom  I  will 
send  to  you  from  the 
Father,  he  will  teach 
you. 

10.  Then  among  the  brethern 

was  this  thing  said, 
This  disciple  will  not 
die. 

11.  They  will  send  you  to  do 

this  work. 

12.  When  will  the  chair  be 

ready  ?  It  will  be 
made  by  to-morrow,  sir. 

13.  The  women  will  draw 

water  from  this  well 
to-day. 

14.  When  will  you  come  [myj 

girl  ?  1  shall  come 

tomorrow,  mother. 

16  Your  servant  will  give  it 
to-morrow,  won’t  he? 
He  will. 

16  We’ll  say  to  him  ;  You 
w'ill  sit  here. 

17.  The  women  will  come 

back  the  day  after  to¬ 
morrow  and  bring  you 
the  bread. 

18.  They  asked  the  women  to 


6.  Jehra  Mere  na  utte 

iman  leaunda  e,  oh  n§. 
marega. 

7.  Mai  mur  alike  tuhanfl 

Apne  nal  kharaga. 

8.  Bap  Mere  na  utte  Pak 

Ruh  na  ghallega. 

9.  Jad  Tasalli-denwala 

awega,  Jihna  Mai 
Bap  walls  tuhadde  kol 
ghallaga,  Oh  tuhanft 
sikhaega. 

10.  Tad  bhaia  wicc  eh  gall 

akhi  gei.  Eh  cela  na 
marega. 

11.  Oh  tuhana  eh  kamm 

karn  waste  ghallange. 

12.  Kursi  kadS  tear  howegi  ? 

Bhalak  tori  ban  jaegi, 
janab. 

13.  Janania  ajj  gs  khuho 

pani  kaddhangia. 

14.  KadS  awSgl,  kuriye  ? 

Bebbe,  bhalke  awfi- 
gi- 

16.  Tuhadda  naukar  fajrl 
dewega  na  ?  Dewe- 
ga. 

16.  Asi  ohna  akhage.  pai 

tusi  etthe  baithoge. 

17.  Buddhia  parsS  mur  aun- 

giS,  te  roti  tena  lea 
dengia. 

18.  Ohna  janania  nUpucchea 


144 


PANJABI  GRAMMAR. 


sit  down  ;  but  they  said, 
We’ll  come  earl}'  to¬ 
morrow  and  sit. 

19  When  will  you  send  it  ? 
I  will  send  it  the  day 
after  to-morrow. 

20.  He  will  never  be  hungry 

and  thirsty. 

21.  When  they  drew  the 

water,  all  the  boys 
became  thirsty. 

22.  When  the  boy  asked, 

Shall  1  draw  water 
here,  the  gentleman 
.said,  By  all  means, 
my  son. 

23.  She  came  to  draw  water, 

for  all  the  boys  and 
girls  were  thirsty. 

24.  I’ll  give  the  one  who  goes 

to  the  city  a  rupee. 

25  The  man  Mho  came  from 
the  city  yesterday  is  a 
w  aterman. 

2rt  Waterman!  What’s  a 
waterman  ?  He  is  a 
drawer  of  water. 

27.  When  he  sent  the  men 
to  the  gentleman,  he 
[pi.  respect]  asked 
them,  Are  you  the  dis¬ 
ciples  of  the  guru  ?  No. 
Who  then  ? 

25.  They  will  send  you  and 

you  will  give  this  word 
to  all  the  men 
29  D(Ui't  come  here  again 


pai  bawhogia  ?  par  oh- 
nS  akhea ;  Bhalke 
sawele  ake  bawhagiS. 

19.  KadS  ghalloge?  ParsS 

ghall  deaga. 

20.  Ohnfl  kadi  bhukkh  treh 

na  laggegi. 

21.  Jad5  ohna  pan!  kadc^ 

lea  tad  sareS  mundea 
nfl  treh  laggi. 

22.  Jado  6s  munde  pucch- 

ea,  Janab,  mai  pani 
etthS  kaddha ;  sahb 
akhea.  Jam  jam 
kad(^.  puttar. 

23.  Oh  pani  bharn  ai  si, 

kyOjo  sare  munde 
kuria  trihae  san. 

24.  Jo  koi  shahr  jae,  ohn& 

rupayya  detgi. 

26.  Jehra  banda  kail  shahrS 
aea  si,  oh  te  mashki 
si. 

26.  Mashki !  Mashki  ki  e  ? 

Oh  ta  pani  bharn- 
wala  e. 

27.  Jad6  os  sahb  kol  bande 

ghalle,  ohna  pucchea, 
tusi  guru  de  cele  o? 
Nehl.  Ta  kaun  o? 

28.  Oh  tuhand  ghallange  te 

tusI  eh  khabar  sarei 
bandea  nS  deogS. 

29.  Etthe  mur  na  aweo. 


PANJABI  GKAMMAR, 


145 


30.  pon’t  get  sick. 

30. 

Bamar  na  howed. 

31 .  Don’t  do  this  work. 

31. 

Eh  kamm  na  kar  [pi. 
karo]. 

32.  Don’t  drink  from  this 

32. 

Es  khuho  panl  na  pi 

well. 

[pio]. 

33.  Don’t  ask  him  to-day. 

33. 

Ajj  6s  thS  na  pucch 
[puccho]. 

34.  Send  the  bread  the  day 

34. 

Bop  parse  ghall!  [ghal- 

after  to-morrow. 

leo]. 

35.  Don’t  bring  the  letter  to¬ 

35. 

Bhalke  eitthi  na  leaw!, 

morrow. 

(leaweo). 

FuTUPtE  OP  Send.  Be  sure  to  master  your  tenses  by  the  Slip 

method. 


I  shall  send  the  book  to  you 
to-morrow. 

You  (s.)  will  send  the  book  to 
me  to-morrow. 

He  (she)  will  send  the  book  to 
us  to-morrow. 

We  shall  send  the  book  to  you 
to-morrow. 

You  will  send  the  book  to  my 
boy  to-morrow. 

They  will  send  your  girls  the 
book  to-day. 

I  shall  not  go  to  the  city  with 
this  man. 

You  will  not  go  -to  the  city 
with  me. 

He  (she)  will  not  go  to  the 
village  with  us. 

We  shall  never  go  with  you. 

You  will  not  go  with  him. 

They  will  not  go  with  you. 


Mai  bhalke  tena  katab  ghall 
detga  [deSgi]. 

Tft  bhalke  menfi  katab  ghall 
diga  [digi]. 

Oh  bhalke  san^  katab  ghall 
dega  [degi]. 

As!  bhalke  tuhSnS  katab  ghall 
deSge  [deagia]. 

Tusi  fajri  mere  munde  nfi 
katab  ghalloge. 

Oh  ajj  tuhaddia  kuria  nfl 
katab  ghall  denge  [dengiS.] 

Mai  es  baude  nal  shahr  na 
jawSga  [jawagi]. 

Tft"  mere  nal  shahr  na  jalga 
[jaSgi]. 

Oh  sadde  nal  pind  na  jaega 
[jaegi]. 

As!  tere  nal  kadi  na  jaSge 
[jaagiS]. 

Tus!  ohde  nal  na  jaoge  [fern, 
jaogia]. 

Oh  tuhadd©  nal  na  jange 
[jangit]. 


10 


146 


PANJABI  GRAMMAR. 


I  shall  be  sick  in  the  morning. 

You  will  be  present  the  day 
after  to-morrow. 

He  will  be  well  in  a  moment. 

We  shall  be  big. 

You  will  be  fat  [thick]. 

They  will  be  good. 


Mai  fajri  bamiir  howSga 
[howtgl]. 

Tfl  pars©  bazar  howiga  [ho- 
wiig]. 

Oh  hune  canga  hojaega  [can- 
gi  hojaegi]. 

Asi  wadde  ho  wage  [waddia 
howSgla]. 

Tusi  mote  howoge.  (fern. 
motiS  howagia) 

Oh  cahge  honge  (cahgifi 
hongiS). 


Do  not  neglect  to  time  yourself,  see  that  you  can  repeat  these 
with  perfect  readiness  and  fluency,  alternating  the  repetition,  as 
youleam  them,  with  your  teacher.  Make  haste  slowly,  and  leave 
nothing  half  done. 


Lesson 

IV. 

a.  Come,  see  a  man  who  told 

a,  Ao  ikk  admi  nfl  wekho, 

me  all  that  I  ever  did 

jis  sabbho  kujjh  menh 

( whatever  I  did  told 

dass  ditta  jo  kujjh 

me  all). 

mal  klta  e. 

b.  Is  not  this  the  Messiah  ? 

h.  Bhala  ehi  Masih  na  ho- 

wega? 

c.  For  this  reason  people 

o.  Es  karke  lok  naggarb 

went  out  of  the  village 

nikalke  ohde  kol  aun 

and  came  to  him  (hav¬ 

lagge. 

ing  gone  out  began  to 

come  to  him). 

Derived  Sentences. 


1.  He  told  me  everything 
you  did. 

'2.  See  these  men  who  told 
the  gentleman  every¬ 
thing  that  you  did. 


1.  Jo  kujjh  tusi  klta  os 

menfi  dassea  e. 

2.  Ehni  bandei  nfl  w§kho, 

jihnS  sahb  nd  sabbho 
kujjh  dass  ditta  j5 
kujjh  tfi  klta  e. 


PANJABI  GRAMMAR. 


147 


3.  We  went  out  of  the  city 

to  him, 

4.  As  we  saw  some  men  go¬ 

ing  out  of  the  city,  we 
said,  Aren’t  these  the 
disciples  of  our  “  guru  ”  ? 
(Hindu  religious  teach¬ 
er). 

5.  Thatman’sfollowerscame 

and  told  all  that  he  did . 

6.  The  disciples  came  to  me 

and  asked,  Did  some 
servant  of  yours  go  out 
of  the  village  and  go  to 
the  city  yesterday  ? 

7.  Whatever  you  desire,  is 

yours. 

8.  Tell  me  everything  that 

he  ever  did. 

9.  This  is  my  food,  that  I 

may  fulfil  the  work  of 
my  sender. 

10.  When  they  sent  the  boys 

to  the  teacher  then  he 
asked  them.  Are  you 
the  guru’s  followers  ? 

11.  Who  told  you  ?  He  told 

me. 

12.  I  came  for  this  reason, 

to  tell  God’s  works  that 
people  might  believe  on 
Him. 

13.  They  will  send  you  to  do 

this  work  that  you 
should  tell  people  of 
Christ. 


3.  Asi  shahrO  niklke  ohde 

kol  gae. 

4.  Dflh  caflh  admia  nfi 

shahrS  nikldea  wekhke 
asS  akhea,  eh  sadde 
guru  de  cele  nehi  ? 

5.  Jo  kujjh  6s  admi  kita 

ohdea  celeS  anke 
dass  ditta. 

6.  Cele  mere  kol  anke 

pucchan  lagge,  Kail 
tuhadda  koi  naukar 
naggarS  niklke  shahr 
gea  ? 

7.  Jo  kujjh  tusi  cahnde  o, 

tuhadda  i  e. 

8.  Jo  kujjh  6s  kadi  kita  6h 

menu  dass  de. 

9.  Mera  khana  eh  we,  pai 

mai  apne  ghallanwale 
da  kamm  pura  karS. 

10.  Jad  ohna  mundet  nft 

astad  kol  ghallea,  tad 
68  ohna  kolS  pucchea, 
tusl  guru  de  cele  o  ? 

11.  Kis  tenft  dassea  ?  6s 

men^  dassea. 

12.  Mai  es  karke  aea  pai 

^Kuda  de  kamm  dassa 
te  16k  ohde  utte  iman 
leaun. 

13.  Oh  tuhanft  eh  kamm  karn 

waste  ghallange  pai 
tusl  Masih  di  ^abar 
15k&  jifl  deho. 


148 


PAJVJABI  GRAMMAR. 


14.  He  came  to  the  city,  so  I 
went  awaj/. 

15  People  came  and  asked, 
when  did  you  come  out  ? 

1 6.  Why  did  they  draw  water 

from  the  village  well  ? 

17.  They  drew  it  so  that  the}^ 

might  give  a  drink  of 
water  to  those  who  were 
thirsty. 

18.  Whatever  he  did,  he  did 

well. 

19.  Tell  exactly  what  he  did. 

20.  All  the  water  has  run  out 

of  this  well. 

21.  I  saw  you  by  the  village 

3'esterday. 

22.  The  women  will  tell  every¬ 

thing  (all  things)  to  us. 


14.  Oh  shahr  aea,  tail  mat 

tur  gea. 

15.  Lok  ohde  kol  anke 

puechan  lagge,  Kad5 
nikle  sao  ? 

16.  Ohna  naggar  de  khuh 

thS  pani  kahnfl  bhar- 
ea. 

17.  Eskarkebhareapai  jinha 

loka  nfl  treh  laggi 
hoi  si,  piyalan. 

18.  Jd  kuijh  6s  kita  eahga 

kita. 

19.  Thik  thik  dasso,  6s  ki 

kita  si? 

20.  Es  khuhS  sara  pani  nikl 

gea  we. 

21.  Mai  kail  tuhanfl  pind 

k61  wekhea. 

22.  Oh  saris  galla  sanh  das- 

sangis. 


IKTERROGATIVES. 


Youw'entto  the  citvyesterda}', 
didn’t  you  ? 

You  will  go  to  the  city  to-mor¬ 
row,  won’t  you  ? 

He  came  from  the  city  yester¬ 
day,  didn’t  he  ? 

He  told  you,  didn’t  he  ? 

Did  they  do  it,  or  did  you  ? 

She  went  to  draw  water  to¬ 
wards  evening,  didn’t  she  ? 

Did  the  women  go  out  of  the 
village  early  or  not  ? 

They  went  to  you  at  noon, 
didn’t  they  ? 


Tusl  kail  shahr  gae  sao  na  ? 

TusI  bhalke  shahr  jadge  na  ? 

Oh  kail  shahrS  aea  si  na  ? 

Os  tuhanft  dassea  si  na  ? 

OhnS  kita  si,  ke  tusS  ? 

Oh  laucpiewele  pani  bham 
gai  si  na  ? 

Oh  fajrwele  naggarS  nikl 
geia  ke  na  ? 

Oh  dopaihr  tuhadde  kol  gae 
na  ? 


PAJS-IABI  GRAMMAR. 


149 


Did  the  man  who  told  me  go 
to  you  also  ? 

Iaiperativ'rs. 

Give  me  the  book. 

Hand  him  the  book. 

Give  the  basket  to  the  bov 

Give  the  baskets  to  the  boys. 

Give  me  the  little  basket,  sir. 

Give  the  books  to  my  son,  sir. 

Get  the  baskets  from  my  sons, 
sir. 

[My]  girl,  hand  me  that  water- 
jar. 

[My]  boy,  getoutthe  water- jars. 

Sir,  get  out  a  water-jar  (for  me) 
(to  a  shop-keeper). 

Give  these  jars  to  his  servants. 


Jis  menu  dassea,  oh  tere  koi 
vvi  gea  si  ? 

Amr. 

Mena  kattXb  deh. 

Ohna  katab  phara  deh. 
Munde  na  tokra  deh. 

MundeS  na  tokre  deh. 

Sana  tokri  deho,  ji. 

Mere  puttar  na  katabS  deho, 

ji- 

MereS  puttara  kolo  tokria 
lao,  ji. 

Kurlye,  oh  ghara  menft 
phara  de. 

Mundea,  ghare  kaddh  lea. 
Shah  ji,  (or  Lala  Ji)  koi  ghara 
kad^  deo. 

Eh  ghare  ohdea  naukara  na 
de  deo. 


Past  Tjcnse.s. 


What  did  he  tell  you  ? 

He  told  us  this. 

They  told  us  this  only. 

Did  you  tell  anything  else  ? 

I  told  many  things. 

We  told  everything. 

You  did  not  tell  anything  at 
all. 

He  went  to  the  city  yesterday. 

She  went  to  the  city  yesterday. 

They  went  to  the  village  yes¬ 
terday. 

The  women  went  to  the  village 
only  to-day. 

He  gave  me  the  book. 


Os  tuhana  ki  dassea  ? 

Os  Sana  eh  gall  dassi. 
Ohna  ihoi  dassea. 

TusS  koi  hor  gall  wi  dassi 
Mai  ta  batheriS  dassia. 
AsS  sabbh  kujjh  dassea. 
Tfi  ta  kujjh  wi  na  dassea. 

Oh  kali  shahr  gea. 

Oh  kail  shahr  gei. 

Oh  kail  pind  gae. 

Oh  ajj  hi  pind  geiS 

6s  menS  katab  ditti. 


150 


PANJABI  ORAMMAK. 


They  gave  me  three  books.  OhnS  menft  trai  katabS  dittia. 
Tlie  gentleman  gave  you  a  Sahb  tenft  ghara  ditta. 
water-jar. 

Mr. - gave  the  bo}'  four  jars.  Sahb  munde  nfl  car  ghare 

ditte. 

They  gave  us  books,  baskets,  Ohna  sanfl  kataba  dittia,  tok- 
Jars,  and  also  one  rupee.  ria  dittia,  ghare  ditte  te 

ikk  rupayya  wi  ditta. 


Lesson  V. 

Panjwa  Sabak. 

a. 

When  the  teacher  said  to 
her. 

Jad6  ustad  ohnfl  akhea, 

h. 

Go  and  call  thy  husband. 

h.  Ja  apne  gharwale  nfi 
sadd  lea. 

c. 

She  answered,  I  have  no 

c.  Os  jawab  ditta,  Mera 

husband. 

koi  gharwala  nehl, 

H 

but  he  knew  her  whole 

(1.  par  ohnfl  sare  hal  da 

history,  so  he  said, 

pata  si  es  karke  6s 

akhea. 

e. 

You  said  right,  I  have  ho 

e.  Th  thik  akhea  e,  Mera 

husband, 

koi  khasm  nehl. 

/. 

for  you  have  had  five 

/.  kjrajo  tft  te  panj  khasm 

husbands, 

kite  ni. 

y- 

and  he  whom  you  now 

f/.  te  jihnft  th  hun  rakkhea 

have  is  not  your  hus¬ 

hoea  e,  oh  tera  khasm 

band. 

nehl. 

h. 

You  told  the  truth  this 

Ii .  Eh  tft  saco  akhea  e. 

time. 

Derived 

Sentences. 

(Imperatives. 

Have,  possessive.) 

1. 

Go  and  call  the  syce  and 
bring  him  back. 

1.  Sahis  nfi  sadd  lea. 

o 

Go  and  call  a  cook  and 

2.  Ja  mere  waste  koi  khan- 

bring  him  for  me. 

samS  sadd  lea. 

Call  some  sweeper  and 

3.  Koi  mehtar  mashki  sadd 

waterman. 

lao. 

PAN.IAIU  grammar. 


151 


4.  Call  a  tailor  and  a  carpen¬ 

ter  for  madam. 

5.  Tell  the  truth. 

6.  Tell  the  exact  truth. 

7.  Tell  the  teacher  to  come 

here. 


8.  Answer  at  once. 

9.  He  said  it  to  himself. 

10.  When  she  saw  that  “  He 

knows  my  past  life,  ” 
then  she  said,  Sir,  you 
are  a  prophet. 

11.  When  he  understood  her 

past  life,  then  he  said  to 
herl  will  give  you  living 
water. 

12.  When  the  woman  said,  I 

have  no  husband,  he 
said,  You  have  had  five, 
and  the  present  one  is 
not  yours. 

tit  The  Lord  .said  to  his 
church,  T  am  thy  hus¬ 
band. 

14.  1  have  two  boys  and  three 

girls. 

15.  How  many  boys  have 

you  ? 

n>.  \A’e  have  no  boys,  only 
four  girls. 

17.  T  have  no  girl,  only  five 
boys . 

IS.  Thevhaveeighthalf-acres 


4.  Memsahb  waste  koi 

darzi  te  koi  tarkhan 
’  sadd  lao. 

5.  Sacc  akho. 

6.  Sacc  sacc  akh. 

7.  Ustad  nfl  mera  salam 

deho,  Ustad  nfl  akho, 
Sahbbulande  n§,  Ustad 
nfl  etthe  sadd  lao. 

8.  Jawab  jhat  pat  deho. 

9.  6s  Dil  wicc  akhea  si. 

10.  Jad5  6s  dittha  pai  £h 

meri  picchli  zindagi 
nfl  janda  e,  tad  ohnfl 
akhea,  Janab,  tusi 
nabi  o. 

11.  Jad6  6s  ohdi  picchli 

zindagi  da  hawal  sa- 
majh  lea  tad  6snfl  akh¬ 
ea,  Mai  tenfl  jiunda 
pani  delga. 

12.  Jad  6s  aurat  akhea,  Me¬ 

ra  k6i  khasm  nehl, 
6s  akhea,  Tere  ta  panj 
hoe  nl,  par  jehra  hun 
e  6h  tera  khasm  nehl. 

13.  Khudawand  apni  kali- 

sia  nfl  akhea,  Mai  te¬ 
ra  shauhr  S. 

14.  Mere  do  munde  te  trai 

kuria  nS. 

15.  Tuhadde  kinne  balak 

n§? 

16.  SaddS.  k6i  munda  neh!, 

niriS  dar  kuri§  nS. 

17.  Meri  k6i  kuri  nehl,  nire 

panj  munde. 

18.  Ohna  di  atth  wige  jiwl 


152 


PANJABI  GBAMMAR. 


of  land  and  nine  large 
houses. 

te  nab  hawelia  ne. 

19. 

You  have  six  cow.s  and 

seven  oxen 

19. 

Tuhaddia  che  gaia  te 
satt  (^agge  nS. 

20. 

Have  you  a  penknife  ?  a 
pen  ? 

20. 

Tuhadde  kol  koi  cakkti 

e  ?  koi  kalam  ? 

21. 

You  have  my  books. 
Have  you  my  books  ? 

21. 

Meria  kataba  tere  kol 

ni. 

22. 

I  have  neither  book  nor 
pen,  nor  paper,  nothing 
at  all. 

22. 

Na  katab,  na  kalam,  na 
kagad,  kujjh  wi  nehl. 

23. 

Have  3mu  any  word  of  the 
post  ? 

23. 

Tuhanft  koi  dak  da  pata 

e? 

24. 

Has  each  boy  in  this  class 
pen  and  ink  ? 

24. 

Es  jamat  de  liar  ikk 
munde  kol  kalam 

daw  at  e? 

25. 

Why  have  you  no  shoes 
on  to-day? 

25. 

Teri  pair!  ajj  iutti  kyu 

neW  ? 

26. 

Had  you  the  book  yester¬ 
day  ? 

26. 

Katab  kail  tere  kol  si. 

27. 

Had  the  girls  their  (other 
people’s)  book  to-day  ? 

27. 

Ajj  ohnS  di  katab  kuria 
kol  si  ? 

28. 

No,  only  the  boys  had 
books  to-day. 

28. 

Nehl,  ajj  sirf  mundeS 
kol  kataba  san. 

Pasbs,  Imperatives,  and  Possessive  Interrogatives. 

Change  “  1  ”  to  thou,  we^  you,  Instead  of  “Mai”  substitute 
he,  they,  the  boy,  the  girl,  ttt,  asi,  tnsa,  os,  ohnt, 
the  boys,  the  girls.  munde,  kaki,  inundeS, 

kakiS,  leaving  the  rest  of 
the  sentence  unchanged. 

I  gave  you  my  book.  Mai  apni  katab  tenfl  ditti. 

I  gave  him  my  house.  Mai  apna  ghar  osnd  ctttta. 

I  gave  you  my  watch.  Mai  apni  ghari  tuLianfl  ditti. 

I  gave  them  my  jars.  Mai  apne  ghare  ohna  nfi 

ditte. 


PANJABI  GRAMMAR. 


153 


I  gave  the  boy  my  jar. 

I  gave  you  m3'  watches. 

I  gave  the  girl  my  books. 

I  saw  the  boy  yesterda\'. 

I  saw  the  girl  yesterday. 

I  saw  the  horses  yesterday. 

I  saw  all  the  mares. 

Did  they  say  this  ? 

They  did. 

Who  sent  you  this  watch  ? 
That  boy  sent  it. 

Where  did  you  buy  the  bas¬ 
kets  ? 

1  got  the  baskets  from  that 

shop. 

Whom  did  they  ask  ? 

They  asked  the  teacher. 

Did  they  send  the  jars  ? 

Yes,  they  sent  them. 

No,  they  have  not  yet  .sent 
them. 


Mai  apna  ghara  munde  nU 
ditta. 

Mai  apnia  gharia  tuhanft 
dittiS. 

Mai  apnia  kitaba  kaki  nft 
dittia. 

Mai  kail  munde  nd  dittha. 
Mai  kail  kuri  nd  dittha. 

Mai  kail  ghcrea  nft  dittha. 
Mai  saria  ghorla  nfi  dittha. 
Ohna  eh  gall  akhi  si  ? 

Aho,  ihoi  akhi  si. 

Eh  ghari  tenh  kis  ghalli  ? 

Os  munde  ghalli. 

Tokria  kitthb  mull  leia  je. 

Mai  tokria  6s  hattio  leia  nl. 

Kihde  kolB  pucehea  ne? 

Ohna  ustad  k616  pucchea. 
Ohna  ghare  ghall  ditte  P 
Aho,  ghall  ditte. 

Nehi,  aje  nehl  ghalle. 


Take  the  verbs  of  the  following  list  and  put  them  into  appro¬ 


priate  imperatives  sing,  and  pi 
the  noons  of  the  next  list : — 

Come,  go,  ask,  give,  take,  drin  k, 
do.  sit,  send,  speak. 

Has  the  man  a  dog  ?  Yes,  he 

has. 

Have  they  dogs  ?  They  have. 


.  with  predicate  modifiers  from 

A,  ja,  pucch,  deh,  lai,  pi,  kar, 
baith,  ghall,  akh. 

Os  bande  kol  kutta  we  ? 
Aho,  hai  we, 

Ohna  kol  kutte  nl  ?  Hain 
nl. 


As  subjects  use  he,  she,  they,  you,  boy,  girl,  woman,  girls, 
boys,  cook,  teacher.  As  objects,  use  dogs,  horses,  mare,  mares, 
book-s,  pen-s,  pencil-s,  jar-s,  watch-es. 


154 


PANJABI  GRAMMAK. 


Lesion  VI  (^Conditional). 


a. 

If  thou  knewest  the  gift 

fi. 

Je  tfl  Khuda  di  bak^h- 

of  God, 

shish  nft  jandiO, 

b. 

and  Him  that  saith  to 

b. 

te  ohnft  jehra  tenO. 

thee,  Give  drink, 

ahnda  e  pani  pia, 

c. 

then  thou  from  him 

a. 

ta  tfi  ohde  kolO  mahg- 

wouldst  ask, 

diS, 

d. 

and  he  would  give  thee 

d. 

te  Oh  tenfl  jiunda  pani 

living  water. 

denda. 

Derived  Sentences. 

1. 

If  you  had  known  the 

1. 

Je  t&  zanani  nS  jandS, 

woman,  you  would 

ta  tu  ohde  kolO  pani 

not  have  asked  water 

na  mahgdB. 

from  her. 

2. 

If  you  had  known  that 

2. 

Je  ta  os  bande  nO.  jandb. 

man  you  would  not 

ta  osnS  rupayye  na 

have  given  him  money. 

dendS. 

3. 

Ifhehadbeena  Jew,  would 

3. 

Je  oh  Yahudi  honda,  ta 

he  have  asked  water 

Samaran  k5l5  '  pani 

of  a  Samaritan  woman  ? 

mangda  ? 

4. 

To  whom  does  God  give 

4. 

TChnda  jiunda  pani  kih- 

living  water  ? 

na  denda  e  ? 

5. 

If  any  one  asks  for  living 

5. 

Je  koi  jiunda  pani 

water,  then  God  gives 

mange,  ta  Khuda  6s- 

it  through  the  Lord 

nfl  Khudawand  Yesu 

Jesus  Christ. 

Masih  di  rahl  denda  o. 

6. 

If  you  had  asked  of  him, 

6. 

Je  tusi  ohde  k615  mahg- 

he  would  have  given 

de,  ta  oh  tuhanft  jiun¬ 

you  living  water. 

da  pani  denda. 

7. 

1  f  he  had  asked  me  tor  this 

7. 

Je  oh  mere  k616  eh 

living  water,  I  should 

jiunda  pani  mangda, 

have  said  to  him.  Be¬ 

mai  ohnS.  ahnda, 

lieve  on  Christ. 

Masih  te  iman  lead. 

PANJABI  GBAMMAR. 


155 


8.  If  you  believe  on  the  man 

\^■ho  was  seated  on 
Jacob’s  well,  he  will 
give  you  living  water. 

9.  If  any  one  drinks  the 

water  of  this  well,  he 
will  be  thirstj’  again, 
but  he  who  drinks  the 
water  of  life  shall  never 
thirst  again. 

10.  If  any  one  drinks  this 

spiritual  water,  it  shall 
be  made  in  his  heart 
a  spring  of  life  eternal. 

11.  If  the  woman  had  not 

come  to  the  well,  then 
Christ  would  not  have 
told  her  past  life’s  his¬ 
tory. 

12.  If  the  disciples  bad  not 

gone  to  get  bread,  then 
Christ  would  not  have 
been  left  alone. 

13.  When  people  said,  Show 

us  the  works  of  God, 
he  said,  Believe  on  his 
messenger. 

14.  If  any  one  will  give  in¬ 

formation  about  your 
past  life,  then  is  he  not 
a  prophet  ? 

15.  She  said  to  the  people, 

If  you  go  out  of  the 
city  and  go  to  the  well, 
then  you  will  see  a 


8.  Je  tfl  08  bande  te  jehra 

Yakub  de  khuh  te 
baitha  si  iman  leawS 
oh  tentl  jitinda  pani 
dewega. 

9.  Je  koi  es  khuh  da  pani 

piwe,  ta  mur  treh 
laggsugi,  par  jehra 
zindagi  da  pani  pie- 
ga,  ohnft  mur  kadi 
treh  na  laggegi. 

10.  Je  koi  eh  ruhani  pani 

pie,  eh  ohde  dil  wicc 
hamesha  di  zindagi 
da  sota  ban  jaega. 

11.  Je  zanani  khuh  te  na 

aundi,  tS  Masih  ohdi 
guzri  zindagi  da 
hawal  ohnfl  na  dass- 
da. 

12.  Je  cele  roti  lain  na 

jande,  tS  Masih  akal- 
la  na  rahnda. 

13  JadS  15k  ahnde  san, 
Khuda  de  kamm  sanh 
wikha,  tad  os  akhea, 
Tusi  osde  paikambar 
te  iman  leao. 

14.  Je  koi  teri  picchli  zin¬ 

dagi  di  khabar  de, 
ta  oh  nabi  nehi  ? 

15.  6s  loka  nS  akhea,  Je 

tusI  shahrS  nikalke 
khuh  te  jao,  ta  ikk 
nabi  khuh  te  baitha 


156 


PANJABI  GRAMMAR. 


prophet  seated  on  the 
well. 

16.  If  you  will  call  your  hus¬ 

band  here,  then  T  will 
explain  the  meaning 
of  the  water  of  life. 

1 7.  If  you  have  had  five  hus¬ 

bands,  then  why  is  not 
this  man  your  hus¬ 
band  ? 

18.  If  he  knew  her  pa^st  his¬ 

tory,  why  did  he  talk 
to  her  ? 

i  9.  For  this  reason  he  talked 
to  her,  that  he  might 
show  her  the  need  of 
the  water  of  life. 

20.  God  gives  it  to  those  who 

ask  it. 

21.  What  is  this  living  water  ? 

22.  This  gift  of  God  is  his 

Holy  Spirit,  is  it  not  ? 

23.  To  what  different  ones 

does  God  give  this  gift 
of  his  ? 

24.  If  any  one  asks,  God 

gives  it  freely. 

25.  When  she  said.  This  man 

is  the  Messiah,  ail  the 
people  went  out  of  the 
city  to  see  him. 

26.  If  he  tells  my  past  life, 

then  I  shall  know  that 


hoea  wekhoge. 

16.  Je  tU  apne  shauhr  nU 

sadd  leawSgi,  tS  mat 
zindagi  de  pani  da 
matlab  samjhaaga. 

17.  Je  tere  panj  shauhr 

hoe  ni,  tS  eh  banda 
tera  shauhr  kyU 
nehi  ? 

18.  Je  osnft  elide  piechle 

hal  da  pata  hai  si,  ta 
pher  ohde  nal  gall  kyfl 
kiti  ? 

19.  Es  karke  gall  kiti  pai 

ohnU  zindagi  de  pani 
di  lor  dasse. 

20.  Khuda  ohnS  nh  den  da 

e  jehre  mangde  n6. 

21.  Eh  jiunda  pani  ki  e  ? 

22.  Eh  Kliuda  di  bakhshish, 

ohda  Pak  Ruh  hai 
na  ? 

23.  JOiuda  kihnft  kihnfl 

Apni  eh  bakhshish 
denda  e  ? 

24.  Je  koi  mange  tfi  TThuda. 

aiwi  denda  e. 

25.  Jad  6s  akhea.  Eh 

banda  Masih  e,  ta 
sare  16k  shahrS  ni- 
kaike  ohnu  wekkhan 
gae. 

26.  Je  6h  m6ri  picchli  zin¬ 

dagi  da  pata  dasse. 


PANJABI  grammar. 


157 


he  is  a  prophet  of  God. 

27.  If  this  were  my  jar,  I 

would  give  it  you. 

28.  If  this  were  my  chair  I’d 

give  it  thee. 

29.  If  you  know  where  cloth 

is  sold,  I  will  go  and 
bring  some  for  you. 

30.  If  you  are  going  to  learn 

a  Panjabi  sentence, 
learn  it  thoroughly. 

31.  Who  told  you  that  we  were 

sitting  at  the  well  ? 

32.  Who  told  you  the  cow  is 

in  the  garden  ? 

33.  Who  told  you  the  rhen 

have  gone  for  oxen  ? 

34.  Who  gave  you  the  chair  ? 

Did  Mr.  Blank  ? 

35.  Who  gave  you  boys  the 

chairs  ? 


ta  mat  janagi  pai  eh 
Khuda  da  nabl  e. 

27.  Je  eh  mera  ghara  honda 

ta  max  tuhanft  denda. 

28.  Je  eh  meri  kursi  hondl, 

tS  mai  tenfi  denda. 

29.  Je  tend  pata  e  pai  kapra 

kitthe  wikda  e,  ti 
mai  tere  iai  leawa- 
ga. 

30.  Je  tusi  koi  Panjabi 

flkra  sikkhan  lagge 
o,  tS  purl  tarha  nal 
sikkho. 

31.  Kis  tuhanu  akhea  pai 

Asi  khtih  te  baithe 
hoe  sS  ? 

32.  Kis  tenii  akhea  pai  Ga 

bagice  wicc  e  ? 

33.  Kinha  tuhanfi.  akhea 

Bands  dhaggS  lain 
gae  ni ? 

34.  Kis  teuu  kursi  ditti  ? 

Sahb  ditti  ? 

35.  Tuhanft  mundea  n'& 

kis  kursia  dittiS  ? 


Diversification  Exercises. 

Take  sentence  27  and  learn  it  to  speed,  then  write  it  on  a 
sheet  of  paper  so  as  to  have  it  prominently  before  your  eyes. 

Now  take  the  word?  for  substitution  and  write  them  out  on 
slips  of  paper  or  cardboard  and  take  one  from  the  list  of 
“subjects”  and  substitute  it,  giving  the  sentence  in  full. 
Suppose  you  have  laid  down  the  word  “  horse,”  then  you 
will  say,  Je  eh  mera  ghora  honda,  tS  mai  tuhanft  denda. 
So  on  with  “  chair-8,  book-s,  mare-s,  dog-s,  basket-s,  house-s, 
jar-8.” 


158 


PANJABI  GRAMMAR. 


In  like  manner  substitute  the  possessive  pronouns  for  “  meri,  ” 
and  the  above  nouns  one  at  a  time  for  “  kursi,  ”  in  the  sentence, 
Eh  meri  kursi  e,  writing  them  on  slips  or  else  on  a  sheet  and 
getting  the  teacher  to  point  now  to  one,  now  to  another  :  “  thy, 
your,  his,  her,  their,  our,  the  boy’s,  the  girl’s,  the  man’s,  the 
men’s,  the  women’s  till  fluency  is  secured.  Tera-i,  tuhadda-i, 
ohda-i,  ohda-i,  ohna  da-i,  munde  da-i,  kaki  da-i,  admi  da-i, 
admia  da-di,  janani  da-i,  jananis  da-i. 

Kursi-S,  kitab-S,  ghori-S,  kutta-i,  kutte-ia,  tokra-i,  tokre-i5 
ghar,  ghara,  ghare. 

If  an  hour’s  daily  practice  is  kept  up  for  a  week  or  two, 
the  facility  acquired  will  make  all  such  work  easier  for  the 
future,  and  establish  a  correct  grammatical  foundation  for  such 


sentences. 

a.  Though  not  the  Lord 

Jesus  himself,  but 
rather  his  disciples 
gave  baptism, 

b.  yet  the  Pharisees  heard 

that  Jesus  was  making 
and  baptising  more  dis¬ 
ciples  than  John. 

c.  Consequently  when  the 

Lord  knew  this,  he  left 
there  and  went  to 
another  place. 


Bbawl  Klrudawand  Ye- 
su  ape  nehi,  sag5 
ohde  cele  baptisma 
dende  san, 
b.  tSmi  FarisiS  sunea  pai 
Yesu  Yuhanna  nalS 
waddh  cele  bananda 
te  baptisma  denda  e. 

C.  Es  karke  jad§  Khuda- 
wand  nfl  eh  khabar 
hoi  oh  otthS  turke 
hor  kite  calea  gea. 
{See  Gram.  p.  29.) 


Lesson  Vll. 

a. 


Derived  Sentences. 


1,  Although  they  saw,  they 

did  not  believe,  for 
they  loved  the  world 
greatly. 

2.  Though  the  report  is  true, 

they  will  not  believe  it. 


1.  Bhawi  ohnt  dittha  tami 

iman  *  na  leanda, 
kyOjo  dunya  nal  ohna 
da  piar  bauht  si. 

2.  BhawS  gall  sacci  e, 

tSmi  dh  yakin  na 
karnge. 


*  iman  is  faith,  yakin  belief  of  an  ordinary  fact. 


PANJABI  GRAMMAR. 


159 


3.  Whoever  believeth  on  me, 

though  he  die,  yet 
shall  he  live. 

4.  Though  she  said,  I  have 

no  husband,  he  did  not 
believe  [it]  for  he  knew 
that  she  had  had  five 
husbands. 

5.  Though  the  Lord  showed 

many  signs  to  the 
Jews,  yet  they  did  not 
believe. 

6.  When  he  heard  this,  he 

left  the  city  and  went 
home. 

7.  I  heard  that  you  were  bap¬ 

tising  many  men  and 
women. 

8.  It  was  not  the  teacher, 

but  rather  his  disci¬ 
ples  that  were  giving 
baptism. 

9-  We  heard  that  the  Chris¬ 
tians  were  making  more 
followers  than  the  Mos¬ 
lems. 

10.  They  heard  that  at  Jacob’s 

well  a  man  was  declar¬ 
ing  himself  as  Messiah, 
so  the  people  went  out 
to  see  him. 

11.  We  heard  that  people 

come  to  you  more  or 
less  (i.e.  hardly  at  all). 


3.  Jo  mere  te  iman  leawe, 

bhawS  oh  mar  wi  jae, 
tSmi  oh  jiwega. 

4.  Bhawe  os  akhea,  Mera 

koi  shauhr  nehl,  os 
yakin  na  kita,  kyfijS 
ohnfl  pata  si  pai 
eh  panj  shauhr  kar 
baithi  e. 

5.  Bhawg  Khudawand 

batheriS  nishanlS 
Yahudia  nh  wikhalia 
tSmi  ohna  iman  na 
leanda. 

6.  JadS  eh  gall  suni  su,  ts 

shahr  chaddke  ghar 
nfl  tur  gea. 

7.  Mai  sunea  pai  tusi  ba- 

there  janeS  janania 
nft  baptisma  dende  o. 

8.  Ustad  ti  nehi,  sag6 

ohde  cele  baptishma 
dende  san. 

9.  Asa  sunea  pai  Musl- 

manS  ual§  Isai 
waddh  cele  banande 
nl. 

10.  OhnE  sunea  pai  Yakub 

de  khuh  te  ikk  banda 
apne  ap  nfi  Masih 
karke  akhda  e,  es 
waste  16k  ohnfi  wek- 
khan  lai  nikle. 

11.  Asa  sunea  pai  16k 

tuhadde  k61  ghatt 
waddh  aunde  nl. 


160 


PANJABI  GRAMMAR. 


12.  You  heard  that  many 

people  gave  us  the 
message  of  the  Gospel. 

13.  Although  she  haxl  come 

for  water,  she  left  her 
water- jar  and  returned 
to  the  city. 

14.  Though  they  were  want¬ 

ing  more  money,  I  gave 
them  only  the  nine 
rupee.s. 

15.  Although  there  are  manv 

more  birds  in  that 
country  than  in  this, 
yet  the  people  do  not 
eat  them. 

16.  Although  he  asked,  Who 

are  you,  they  gave  no 
reply. 

17.  Though  I  gave  the  moneys 

for  buying  eatables 
from  the  market,  the 
cook  did  not  bring  a 
thing. 

18.  He  gave  all  the  rupees  to 

the  poor  boys  and 
girls  who  were  sitting 
at  the  nearer  city  gate. 

19.  I  have  more  money  than 

you. 

20.  Have  you  more  money 

than  Buddhu  ? 

21.  Hassan  makes  more  ad¬ 

vance  than  Rajan. 


12.  Tusa  sunea  pal  sanft 

batherea  15ka  Injil 
di  Wiabar  ditti. 

13.  Bhawi  pani  bharn  ai  si, 

tami  ghara  chaddke 
shahr  nu  mur  gel. 

14.  Bhawe  oh  hor  paise 

mangde  san,  mai  nire 
oh  naa  rupae  ditte. 

15.  Bhawi  es  des  nalS  ds 

mul^  wice  janaur 
bauht  n§,  oh  16k 
khands  nehl. 

16.  Bhawl  6s  pucchea  TusI 

kaun  o  ?  ohna  jawab 
na  ditta. 

17.  Bhawi  mai  bazarS  khan 

dia  cizi  mull  lain 
waste  paise  ditte 
khansam^  koi  ciz  na 
leaea. 

18.  Jehre  garlb  munde 

kuria  shahr  de  urle 
darwaze  te  baithe 
hoe  san,  ohnS  nft  sare 
rupayye  de  ditte. 

19.  Tuhadde  nalS  mere  k61 

rupayye  waddh  n§. 

20.  Buddhu  nalS  tere  kol 

waddh  rupayye  n§  ? 

21.  HassuRSjannalS  waddh 

tarakki  karda  e. 


ti  or  a  for  a  man  and  6,  S  or  an  for  a  woman  are  the  familiar 
endings  of  proper  names  like  “  ie  ”  in  English  Willie. 


PANJABI  GRAMMAR. 


161 


22.  Did  you  hear  this  ?  Yes, 

sir,  two  days  ago. 

23.  What  are  you  making  ? 

I’m  making  chairs. 

24.  Go  hence,  I’m  going  with 

you. 

2.0.  Gave  three  rupees  ?  He 
gave  ten. 

26.  Tell  the  woman  yourself. 

27.  Kashmir  is  cooler  than 

this  country. 

28.  Although  Bakhshi  should 

ask,  I  will  never  give  my 
father’s  book  to  him. 

29  Though  you  learn  many 

words  one  by  one,  you 
will  not  thus  learn  to 
talk. 

30  If  you  want  to  talk, 

memorise  different  new 
sentences  thoroughly 
and  say  them  again  and 
again. 

Forms  of  “  was  ”  and  “be” 

I  was  ill  yesterday. 

You  were  ill  two  days  ago. 

He  was  ill  three  days  ago 
(lit.  on  the  fourth). 

We  were  present  yesterday. 
You  were  ill  last  year. 

They  were  good  two  years  ago. 


22.  TusS  eh  gall  suiii  ? 

Aho,  janab,  pars8  suni. 

23.  Tusi  ki  banande  o  ? 

Kursit  bananna  wS. 

24.  EtthS  tur  cal,  mal  nal 

calna. 

26.  Trai  rupae  ditte  ?  SagS 
das  ditte. 

26.  Tfl  ap  jananl  nS  khabar 

deh. 

27.  Es  des  nal5  Kashmir 

thanda  mulkh  e. 

28.  Bhawi  Bakhshi  mange 

wi,  mai  apne  peo  di 
katab  kadi  ohntl  na 
deSga. 

29.  Bhawi  ikk  ikk  karke 

tusI  bath€re  lafs  sik- 
kho  tSmi  es  tarhS  gall 
karni  nehl  awegi. 

30.  Je  galli  karnit  chaho  tS 

naw§  nawS  flkre  oahgi 
tarht  nal  yad  karke 
mur  mur  akhea  karo. 

Forms  of  “  st  ”  and  “  hOnd.” 

Mai  kail  bamar  si. 

Tfl  parsB  bamar  sal. 

Oh  cauth  bamar  si. 

As!  kail  hazar  si. 

Tus!  par  bamar  sau. 

Oh  parar  cahge  san. 


Do  not  read  these  over  and  say.  Yes,  I  know  them,  but  write  the 
English  off  on  slips  and  test  yourself  to" see  whether  your  watch 
says  that  you  have  mastered  them ;  you  should  say  5  syllables  per 
second. 

11 


162 


PANJABI  GRAMMAR. 


I  am  distressed  daily. 

You  daily  get  ill  at  this  time. 

She  is  always  distressed  at  this 
hour. 

We  get  hungry  daily  at  noon. 

You  get  distressed  daily. 

They  become  happy  at  this. 
What’s  the  matter  ?  Nothing 
at  all. 

It  seems  that  these  things  oc¬ 
curred  last  night. 

When  did  he  get  ill  ? 

The  girl  got  ill  three  days  ago. 
We  became  at  ease  that  day. 
Why  have  you  become  so  thin. 
She  has  been  ill  since  last  year. 
The  women  came  yesterday. 
She  became  ill  last  year. 

Lesson  VIII. 

a.  We  perceive  the  love  of 

God  I 

b.  For  God  so  loved  the  world 

c.  that  he  gave  his  only  be¬ 

gotten  Son 

d.  that  whoever  believeth  on 

him  should  not  perish 

e.  but  [rather]  have  eternal 

life. 


Mai  roz  aukha  hunnS,  wS. 

Tft  roz  es  wele  bamar  hunna 

@. 

Oh  roz  es  wele  aukhi  hundi 

e. 

Asi  roz  dopaihr  nft  bhukkhe 
hunne  t. 

Tusi  roz  aukhe  hunde  o. 

Oh  es  thS  ^ush  hunde  n§. 

Ki  hoea  ?  Kujjh  wi  nehi 
hoea. 

Malum  hunda  e  pal  eh  galla 
rati  hoia. 

Oh  kadS  bamar  hoea  ? 

Kaki  cauth  bamar  hoi. 

Asi  6s  dihare  saukhe  hoe. 
Tusi  mare  kyfl  hoe  ? 

Oh  par  di  bamar  e. 

Oh  jananiS  kail  hazar  hoiS. 
Oh  par  bamar  hoi. 

AiihivU,  Sabak. 

a.  Asi  .Khuda  di  mhabbat 

malum  karne  a  ; 

b.  kyQjo  Khuda  dunya 

nft  ajeha  piar  kita 

c.  pai  Os  Apne  iklaute 

Bete  ntl  bal^shea 

d.  tSjo  jehra  Oste  iman 

leawe  ohda  nas  na 
howe 

e.  sag$  ohnd  sada  di  zin- 

dagi  mile. 


Derived  Sicntences, 

I.  We  have  found  this  thing  1.  AsS  eh  gall  malum  ki- 
out.  ti  e. 


PANJABI  GRAMMAR. 


163 


2.  Do  you  know  when  Mr. 

— will  come  ? 

3.  He  loved  me  greatly. 

4.  Motlier  and  son  love  each 

other  much. 

5.  They  loved  each  other 

greatly. 

6  Their  home  will  be  des¬ 
troyed  by  this. 

7.  The  father  gave  each  of 

his  sons  a  house  that 
they  might  know  their 
father’s  love. 

8.  Who  gave  you  a  watch  ? 

Father  did. 

9.  Father  gave  me  all  his 

money  lest  his  grand- 
,son should  become  poor. 

10.  Tell  him.  make  the  coat 

right  for  the  gentleman 
lest  he  refuse  it. 

11.  Make  one  sheet  long  and 

one  short. 

12.  Make  either  this  short  or 

that.  Make  either. 

13  Don’t  go  with  such  wo¬ 
men,  my  girl,  you  will 
become  bad. 

14.  The  teacher  beat  my  boy 

so  that — what  shall  I 
say  ?  He's  a  perfect 
wreck. 

15.  Where  is  such  love  as  this 

found  ? 


2.  Tuhanfi  malum  e  pai 

sahb  kad§  awega  ? 

3.  Ohda  mere  nal  bauht 

piar  si. 

4.  Ma  puttar  da  ape  wicc 

bara  piar  e. 

5.  OhnS  nft  ikk  dujje  nal 

bar!  mhabbat  si. 

6.  Es  kamm  thb  ohnS  de 

ghar  da  nas  howega. 

7.  Peo  apnea  puttarS  nu 

ikk  ikk  kotha  bakh- 
shea  tajo  ohnS  nfl 
peo  di  mhabbat 
malum  howe. 

8.  Kis  tuhanfi  ghari  ditti  ? 

Mere  cacce  ditti. 

9.  Lalle  apne  sare  rupae 

paise  mend  ditte  pai 
ohda  potra  garib  na 
ho  jawe. 

10.  Ohna  akh,  Sahb  waste 

kot  thik  karo  mate 
m5r  den. 

11.  Ikk  cadar  lammi  te  ikk 

nikki  kar5. 

12.  Bhawi  esnO,  chota  karo 

bhawe  osnS,.  Kise  nfi 
karo. 

13.  Ajehia  janania  nal  na 

milea  juleakar,  kuriye, 
tu  kharab  ho  ja§gi. 

14.  Munshi  mere  munde  nh 

ajeha  marea  pai  ki 
dassiye  ?  Ohda  nas 
ho  gea  we. 

15.  Ajehi  mhabbat  kitthe 

labbhdi  c  ? 


164 


PANJABI  GRAMMAR. 


16.  Don’t  say  such  things, 

lest  the  teacher  hear 
them  and  turn  you  out 
of  school. 

17.  The  mother  is  fondling 

her  son  and  daughter. 

18.  It  is  a  Panjabi  saying. 

This  world  is  sweet, 
who  has  seen  the  next  ? 

19.  Sons  become  bad  sons, 

but  jtarents  never  be¬ 
come  bad  parents. 
This  too  is  a  proverb. 

20.  Love  is  born  from  love. 

2] .  Hence  men  ought  to  love 
one  other. 

22.  From  this  we  perceive  the 

love  of  God  that  when 
we  were  sinners  and 
enemies,  Christ  died  for 
us. 

23.  If  any  one  loves  God,  he 

will  obey  his  command¬ 
ments. 

24.  Whoso  hates  his  brother 

and  says  he  loves  God 
is  a  liar. 

25.  John,  the  Apostle,  writes. 

Beloved,  if  God  .so 
loved  us,  we  ought  to 
love  one  another. 


16.  Ajehia  galls  na  akho, 

mate  ustad  sxinke 
tenft  skul8  kadttte. 

17.  Ma  apne  dhi  puttar  nS 

piar  dendi  e. 

18.  Eh  jagg  miUha  agla  kis 

dittha ;  eh  Panjabi 
akhan  e. 

19.  Puttar  kuputtar  honde 

ng  par  mape  kumape 
nehl  honde,  eh  wl 
a^an  e.  (See  Gram. 

p.  18.) 

20.  Piar  piar  thS  paida 

honda  e. 

21.  Es  karke  cahida  e  pal 

bande  ikk  dujje  nft 
piar  karn. 

22.  Es  th6  asi  TThuda  dl 

mhabbat  malum  Kar- 
neS  pal  jad  asl  gunahl 
te  wairi  sa  Maslh 
sadde  waste  moea. 

23.  Je  koi  Khuda  nft  piar 

karda  e,  oh  ohde  huk- 
m§  ntt  mannega. 

24.  Jehra  apne  bhra  nal 

wair  rakkhe,  te  akhe 
pal  mal  ^^uda  ntl 
piar  karna  wS,  6h 
jhutha  e. 

26.  Yuhanna  rasul  li^da 
we,  Piareo,  jad 
Kliuda  ajeha  piar 
sadde  nal  kita,  tS 
cahida  e  pal  as!  ikk 
dujje  nS  piar  kariye. 


PANJABI  GRAMMAR. 


165 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 

16. 


Purpose, 

Mother  sent  him  to  draw 
water. 

I  went  to  find  this  thing 
out. 

He  did  not  come  to  learn 
Panjabi  but  rather  to 
show  off. 

The  women  come  daily 
to  draw  water. 

The  boys  gave  me  money 
to  buy  a  ball. 

The  girls  said  this  thing 
so  that  I  should  send 
the  book. 

He  knew  it  for  he  was 
there. 

I  sent  the  girl  because 
Mr. - told  me  to. 

We  did  this  because  the 
boy  was  ill. 

I  did  know  it,  for  the  boys 
told  me. 

Why  is  the  mare  here  ? 
She’s  yours,  that’s  why. 

Why  did  you  bring  the 
box  thence  ?  Because 
it's  yours. 

Why  did  you  put  the  post 
here  ?  It’s  Mr. — ’s. 

I  see,  that's  why  you  put 
it  here. 

Though  I  saw  it,  I  did 
not  believe  it. 

Though  you  saw  it,  you 
did  not  believe  it. 


Result. 

1.  Bebbe  ohnU  pani  bharn 

ghallea. 

2.  Mai  es  gall  nU  malum 

karn  waste  gea. 

3.  Bh  Panjabi  sikkhanneM, 

sags  liakat  wikhan 
aea  si. 

4.  Oh  roz  dihari  pani 

bharn  aundit  n§. 

5.  Mundea  menft  khiddo 

waste  paise  ditte. 

6.  Kuria  es  waste  eh  gall 

kiti  pai  mai  kitab 
ghall  deS. 

7.  Osnft  malum  si  kyUjo  oh 

otthe  si. 

8.  Mai  kuri  ghalli  si, 

ky&jo  sahb  menft 
akhea  si. 

9.  AsS  es  lai  eh  kamm  kita 

pai  munda  bamar  si. 

10.  Menu  pata  hai  si,  kyUjo 

mundeS  menu  dassea. 

11.  Ghori  kyU  etthe  we? 

Tuhaddi  jo  hoi. 

12.  Bakas  otthO  kahnU 

anda  i?  Tuhadda  jo 
hoea. 

13.  Dak  etthe  kahnU  dhari 

a  ?  Sahb  di  jo  hoi. 

14.  Accha,  tadde  etthe 

dhari  a. 

16.  Bhawi  dittha  tawi  menfi 
yakin  nehl  si  aea. 

10.  Bhaw§  wekhea,  tnsfi 
yakin  nehl  si  kita. 


160 


PANJABI  GRAMMAR 


17.  Tliouph  lie  heard,  he  did 

not  come. 

18.  Although  she  called,  he 

did  not  nnswer. 

19.  Though  we  went,  she  did 

not  come. 

20.  Though  you  sent  the 

money,  they  did  not 
take  it. 

21.  Though  they  do  know  it, 

they’ll  never  answer. 

22.  Though  it  is  good,  that 

is  b'^tter. 

23.  Though  the  girl  is  ill,  the 

bo}'  is  worse. 

24.  Though  I  do  go,  he  will 

not  go. 

25.  Though  the  horse  eats  his 

hay  all  right,  the  mare 
has  eaten  nothing 
since  the  day  before 
yesterday. 

26.  Though  we  should  go  to 

their  house,  they  will 
not  come  to  us. 

27.  Though  they  come  to  us 

every'  day,  we  never  go 
to  their  house. 

28.  I  made  the  chair  at  your 

order  but  you  won’t 
take  it. 

29.  Although  y'ou  should  give 

more  money,  I  will  not 
start  from  here. 

30.  Though  I  go  and  tell  him. 


17.  Bhawl  sunea,  par  na 

aea. 

18.  Bhawl  janani  waj  marl 

6s  jawab  na  ditta. 

19.  Bhawl  as!  gae,  oh  na 

ai. 

20.  Bhawl  tusa  paisa  ghall- 

ea,  ohna  na  lea. 

21.  Bhawl  malum  hai  i  ne, 

oh  kadi  jawab  na 
denge. 

22.  Bhawl  cahga  i  e,  oh  edfl 

wi  cahga  e. 

23.  Bhawl  kuri  bamar  e, 

munda  6s  nail  wi 
bamar  e. 

24.  Bhawl  mai  jS  wi,  6h 

nehi jaega. 

26.  Gh6ra  te  ghah  pattha 
cahgi  tarhS  khanda  e, 
par  gh6ri  pars!  dl 
bilkul  nehi  khandi. 

26.  Bhawl  ohna  de  ghar 

jaiye  wi,  6h  sadde  k61 
na  auhge. 

27.  Bhawl  r6z  sadde  k61 

aunde  nl,  as!  ohnS  de 
ghar  kadi  neh!  jande. 

28.  Mai  te  tuhadde  akkhe 

kursi  banai,  tSmi,  tus! 
lainde  neh!. 

29.  Bhawl  rupae  waddh 

de6,  mai  etthl  na  tur- 
aga. 

30.  Bhawl  ealke  khabardea 


PANJABI  GRAMMAR. 


167 


he  will  not  come. 

Lesson  IX. 

a.  In  the  meantime  his  dis¬ 

ciples  came  and  making 
request  said, 

b.  Teacher,  eat  something. 

c.  But  he  said,  I  have  some¬ 

thing  to  eat  of  which 
ye  know  not. 

Derived 

1.  What  did  the  disciples 

say  to  their  teacher, 
and  what  did  he  say  to 
them  ? 

2.  His  disciples  asked  him 

to  eat,  but  he  said,  I 
have  that  to  eat  of 
which  ye  know  not. 

3.  From  your  love  shall  all 

men  know  that  you  are 
my  disciples. 

4.  He  knew  all  men  and 

what  was  in  them. 

5.  I  know  my  sheep  and 

mine  know  me. 

6.  If  ye  knew  me,  ye  would 

know’  my  Father. 

7.  I  know  what  and  whom  I 


wi,  oh  kado  aun  lagga 
e?  {See  Gram.  p.  67.) 

NauS,  Sabak. 

a.  Inne  wicc  ohde  cele  ae 

te  arz  karke  akkhan 
lagge, 

b.  U  stad  ji,  kujjh  kha  lao. 

c.  Par  6s  akhea,  mere  kol 

khan  waste  kujjh  hai, 
jih  di  tuhauft  Wiabar 
nehi. 

NTENCES. 

1.  ShagirdS  apne  ustad  hfl 

ki  akhea  te  6s  ohna 
nfl  ki  akhea  ? 

2.  Ohdea  celeS  ohnfl  khan 

waste  akhea,  par  6s 
akhea  pai  mere  k61 
khan  waste  kujjh  hai, 
jihda  tuhanft  pata 
nehl. 

3.  Tuhadde  piar  thS  sare 

bande  janange  pai 
tusi  mere  shagird  o. 

4.  Oh  ap  sareS  bandeS 

janda  si  te  jo  kujjh 
ohnS  wiec  si. 

5.  Mai  apniS  bhedS  nfl 

janna  wa  te  oh  menfl 
jandiS  nS. 

6.  Je  tusI  menfl  jandeo,  tS 

mere  Pe6  nfl  wi  jan- 
deo. 

7.  Jihda  mai  yakin  kita  e 


168 


PANJABI  GRAMMAR. 


have  believed. 

8.  I  know  who  thou  art,  the 

Holy  one  of  God. 

9.  The  Lord  himself  knew 

what  he  would  do. 

10.  I  know  that  thou  hearest 

me  always. 

11.  We  tell  what  we  know. 

but  you  do  not  believe 
us. 

12.  They  did  not  know 

where  he  was  going,  so 
they  could  not  know 
the  way. 

13.  What  I  am  doing  you  do 

not  know  now,  but  you 
shall  know  afterwards. 

14.  John  wrote  these  things 

that  poeple  might  know 
that  Christ  is  the  Sav¬ 
iour  of  sinners. 

15.  Then  Jesus,  knowing  all 

things  that  were  about 
to  pass  over  him,  went 
out  and  said,  whom 
seek  ye  ? 

16.  The  world  knew  thee  not, 

but  I  knew  thee,  and 
these  too  knew  that 
thou  hast  sent  me. 

17.  If  they  knew  that  the 

liOrd  said  these  things 
to  his  disciples,  then 
why  did  they  not  be¬ 
lieve  ? 


te  jihde  te  mai  iman 
rakkhea  e,  ohnfi  mal 
janna  wa. 

8.  Mai  jannS  pai  ta  kaun  I, 

TThuda  da  Kuddus. 

9.  TThuda  wand  ap  janda 

si  pai  mai  ki  karSga. 

10.  Mai  jannS  pai  tfl.  sada 

meri  sunna  1. 

11.  Jo  asi  janne  a  so  akhne 

a,  par  tusi  saddi  gall 
da  yakin  nehl  karde. 

12.  OhnS  nfi  pata  nehl  si 

pai  5  kitthe  janda  e, 
es  karke  rah  da  wi 
nehl  sane  pata. 

13.  Jo  kujjh  mai  karna  wa 

tusi  hun  nehl  jande, 
par  magarS  janoge. 

14.  Yuhanna  eh  galia  lik- 

khia  tajo  loki,  janan 
pai  Masih  gunahia  da 
Najatdenwala  e. 

15.  Tad  Yesu,  sabbh  kujjh 

janke  jo  ohde  te  bitna 
si,  niklea  te  ohn3  nfi 
akhea,  tusi  kihufl 
labbhde  o  ? 

16.  Dunya  tenfi  na  janea 

par  mai  tainfi.  janea  te 
ehni  wi  janea  pai  tS, 
menii  ghallea  e. 

17.  Je  ohnS  u3.  pata  si  pai 

Khudawand  eh  gallS 
apne  celeS  uft  akhiS 
ohnS  pher  kyft  na 
mannit. 


PANJABI  GRAMMAR, 


16b 


1 8 .  He  who  knows  to  do  good 

but  does  it  not,  com¬ 
mits  sin. 

19.  He  who  knows  God  hears 

us. 

20.  God  knows  all  his  works 

from  the  beginning  of 
the  world. 

21.  If  you  do  not  believe  my 

words,  then  believe  from 
my  works  that  the 
Father  is  in  me. 

22.  In  the  meantime  the 

women  came  and  drew 
the  water. 

23.  He  came  and  called  the 

boys,  saying,  come  here 
and  eat  what  I  have 
brought  for  j^u. 

24.  He  does  not  know  what  I 

have. 

26.  He  does  not  know  what 
Mr. - has  brought. 

26.  They  do  not  know  what 

we  have  brought  for 
you. 

27.  I  know  neither  him  nor 

his  disciples. 

28.  I  do  not  know  who  is  the 

man  who  came  to  you 
yesterday. 

29.  I  am  not  very  well 

acquainted  with  the 
woman  to  whom  you 
gave  the  book  4he  day 
before  yesterday. 


18.  Jehra  neki  karni  janda 

e,  par  nehl  karda,  oh 
pap  karda  e. 

19.  Jehra  Khuda  nfl  janda 

e,  oh  saddi  sunda  e. 

20.  TThuda  dunya  de  shuru 

th§  apne  sare  kamma 
nd  janda  e. 

21.  Je  merit  gallt  da  yakin 

nehi  karde,  tt  meret 
kammt  t5  yakin  karo 
pai  Bap  mere  wicc  e. 

22.  Inne  wicc  budctoit  anke 

paiiibhar  lea. 

23.  Oh  aea  te  mundet  nfl 

saddke  akkhan  laga, 
ure  ao  te  jo  kujjh 
mai  tuhadde  waste 
leaea  Sw,  so  khao. 

24.  Ohnd  pata  nehi  pai  mere 

k51  ki  e. 

25.  Ohnd  khabar  nehil  pai 

Sahb  ki  leanda  e. 

26.  Ohntnu  malum  nehi  pai 

asi  tuhadde  waste  ki 
kujjh  leae  a. 

27.  Mai  tt  na  osnd  janna,  na 

ohde  celea  nfl. 

28.  Jehra  banda  kali  tuhad¬ 

de  k51  aea  si,  ohda 
mend  pata  nehi. 

29.  Jis  Janani  ndtusa  pars§ 

kitab  ditti,  ohdi  mend 
cahgi  tarht  wakafi 
nehi. 


170 


PANJABI  GRAMMAR. 


30.  Did  you  not  know  that 

this  is  my  boy  ? 

3 1 .  How  did  you  know  that  I 

was  in  the  city  yester¬ 
day  ? 

32.  We  know  that  this  is  true, 

but  do  not  know  who 
said  it. 

33.  Have  you  found  out  that 

this  is  true  ? 

34.  Yes,  I  assured  myself  on 

that  day  that  all  these 
things  are  true. 


30.  Tusa  nehl  jata  pai  eh 

mera  munda  e  ? 

31.  Tuhana  kis  tarhS  pata 

si  pai  mai  kali  shahr 
sS  ? 

32.  Asi  janne  a  pai  eh  sacc 

e,  par  pata  nehi  kis 
akhea. 

33.  Tusa  malum  kita  e  pai 

eh  gall  sacci  e  ? 

34.  Aho,  5s  dihare  pata  kita 

pai  eh  saria  galia 
sacciS  ng. 


Customary  and  Continuative  Present. 


I  bring  water  for  them  daily. 

I  am  taking  water  for  them 
[now]. 

I  bring  milk  for  madam  [I  am 
the  milkman]. 

You  bring  bread  daily  from  the 
city,  don’t  you  ? 

You  are  taking  the  bread  now, 
aren’t  you  ? 

You  are  the  one  who  brings 
bread  from  the  city  ? 

He  sends  the  post  twice  [daily]. 

He  is  sending  the  post  from  the 
Post-office. 

He  is  the  one  who  sends  the 
post. 

She  writes  to  her  mother  every 
week. 

She  is  writing  her  parents  a 
letter. 


Mai  roz  ohnS  lai  pani  le- 
aunna  wa. 

Mai  ohna  waste  pani  pea  lai 
janna  wS. 

Mai  Memsahto  waste  duddh 
leaunna  honna  wS. 

TusI  r5z  roti  shahrS  leaunde 
o  na  ? 

Tusi  hune  roti  pae  lai  janxie 
o  na  ? 

Tusi  i  roti  shahrS  leaunde 
honde  o  ? 

Oh  do  do  wari  dak  ghallda 

e. 

Oh  dak-^aneS  dak  ghallda 
e  pea.  . 

Uhoi  dak  ghallda  honda  e. 

Oh  atthi  di  atthi  din!  apnl 
ma  nfi  citthi  li^di  e. 

Oh  mapea  nfl  citthi  litodi 
e  pai. 


PANJABI  OBAMMAB. 


171 


She’s  the  one  who  writes  letters. 

She  is  always  writing  letters. 

We  send  him  money  for  clothes 
every  six  months. 

We  are  sending  him  money  by 
post. 

We  send  him  money  by  post. 

We  are  always  sending  him 
money. 

Did  3'ou  bring  the  post  ? 

Yes,  when  you  saw  me,  I  was 
bringing  it. 

Did  the  woman  bring  the  chairs 
for  us  ? 

yes,  she  was  bringing  them 
when  you  saw  her  yesterday. 

Did  they  send  you  the  money  ? 

When  you  were  there  they  were 
sending  it. 

Lesson  X. 

a.  So  his  disciples  said  to  one 

another, 

b.  Perhaps  someone  has  giv¬ 

en  him  something  to  eat 
[and  gone  away]. 

c.  He  said,  this  is  my  food 

d.  That  I  walk  according  to 

the  will  of  my  Sender 
and  complete  his 
work. 


6hl  citthia  likhdi  hondi  e. 

Oh  citthia  likhdi  raihndi  e. 

Asl  chel  mahinl  ohnft  kapret 
waste  paise  ghallne  hunne 

a. 

Asl  ohnft  dake  rupae  ghallne 
a  pae. 

As!  ohnfi  rupae  dake  ghallne 
honne  a.  {See  Gram.  p.  69.) 

As!  ohnfi  rupae  ghallde  raihn- 
ne  a.  {See  Gram.  p.  67.) 

Tusa  dak  andi  si  ? 

Aho,  jad  tusa  menu  wekhea 
mal  leaunda  sS  pea. 

6s  janani  sadde  lai  kursiS 
andia  ? 

Aho,  jad  tusa  kail  ohnft  <^tth- 
a  oh  leaundi  si  pai. 

Ohna  tuhanfl  rupae  ghalle  ? 

Jad  tus!  otthe  sau,  5h  ghallde 
san  pae. 

Daswd  Sabak. 

Cl,  Es  karke  eele  ape  wicc 
akkhan  lagge, 

b .  Kh  nbare.  koi  ohnfi  kujjh 
khan  waste  de  gea  e. 

C.  6s  akhea,  Mera  khana 
eh  we 

cl,  pai  mai  apne  Ghallan- 
wale  di  marzi  te 
calla  te  ohda  kamm 
pura  kara. 


Derived  Sentences. 

1.  What  answer  shall  we  give  1.  As!  apnea  ghllanwalet 
to  those  who  sent  us?  nft  ki  jawab  deiye  ? 


172 


PANJABI  GRAMMAR. 


2.  Whoso  believes  on  me 

believes  on  him  who 
sent  me  and  has  eternal 
life. 

3.  My  teaching  is  not  mine, 

but  his  w’ho  sent  me. 

4.  As  the  Father  sent  me,  .so 

I  send  you. 

5.  I  will  go  to  the  Father  and 

send  the  comfort-giving 
Holy  Spirit  to  you. 

6.  God  sent  his  Son  into  the 

world  that  we  should 
receive  life  through 
him. 

7.  I  request  for  them  also, 

who  because  of  the  word 
of  these  shall  believe  on 
me. 

8.  1  seek  not  my  own  Avill, 

but  the  will  of  him  who 
sent  me. 

9.  If  anyone  wills  to  do  his 

will,  he  shall  know 
whether  this  teaching  is 
from  God  or  from  men. 

10.  Come  unto  me  all  ye  that- 

have  been  borne  down 
with  work,  and  I  will 
give  you  rest. 

11.  Has  anyone  brought  the 

chair  from  the  city  ? 


2.  Jo  mere  te  iman  leaunda 

e,  mere  ghallanwale 
te  iman  leaunda  e  te 
sada  di  aindagi  ohdi 

e. 

3.  Meri  talim  ta  meri  nehl, 

par  mere  Ghallanwale 
di  e. 

4.  Jikfi  Bap  mend  ghalle  a 

mammi  tuhanfi  ghall- 
na  wt. 

5.  Mai  Bap  kol  jake  Tasal- 

li  denwala  Pak  Ruh 
tuhadde  kol  ghallSga. 

6.  Khuda  es  karke  apne 

Puttar  nfl  dunya  wicc 
ghallea,  pai  asi  ohde 
sababbS  aindagi  pai- 
ye. 

7.  Mai  ohnS  lai  wi  ara  kar- 

nS,  jehre  ehnS  de 
kalam  di  rah!  mere 
te  iman  leaunge. 

8.  Mai  apni  neh!  sag©  apne 

Ghallanwale  di  marzi 
cahnna  wS. 

9.  Je  koi  ohdi  marai  mujab 

karna  cahe,  oh  janega 
pai  eh  talim  Khuda 
wall©  e  ya  admit 
wall©. 

10.  TusI  jo  kamm  dhande 

heth  dabbe  hoe  o, 
mer§  kol  aho  te  mai 
tuhanfl  aram  deSga. 

11.  Kise  shahr©  kursi  andi  ? 

Kehri  kursi  ?  Oh 


PANJABI  GRAMMAK. 


173 


What  chair  ?  The  one 
that  I  got  yesterday 
morning  in  the  chief 
market. 

12.  I  beg  to  say,  sir,  that  I 

have  brought  some  eat¬ 
ables  for  your  children. 

13.  Has  the  cook  gone  to  get 

eatables  for  his  own 
family  or  for  us  ? 

14.  Do  you  wish  to  have  some 

one  water  the  cattle 
to-day  1 

15.  Does  your  master  wish  you 

to  do  this  work  in  the 
city  ? 

16.  Bring  the  chairs  out  into 

the  verandah,  so  that  we 
can  sit  in  the  sunshine. 

17.  Early  to-morrow  eat  your 

food  and  harness  the 
horse  quickly. 

18.  Finish  the  work  I  gave 

you  yesterday,  and  to¬ 
morrow  I  will  bring  you 
more. 

19.  Where’s  the  waterman? 

He  has  brought  the 
water  and  gone. 

20.  Only  gave  two  rupees  ? 

Well,  he  said,  just  that 
much  at  first.  He  has 
fulfilled  his  promise 
exactly. 

21.  Learn  to  use  1,000  or  1,500 

words  in  a  year  and 


jehri  mai  kali  wadde- 
wele  sadar  bazarS 
lei. 

12.  Mai  arz  karnS,  jauab, 

pai  tuhaddeS  bacceS 
w^te  kujjh  khan  dia 
ciza  leaea  wa. 

13.  Khansamt  apne  ghar 

waste  khan  diS  oizS 
lain  gea  e  ya  sadde 
waste  ? 

14.  Huzur  di  marzi  e  pai 

ajj  koi  dahgara  nft 
pani  dah  de  ? 

15.  Tuhadde  malik  di  marzi 

e  pai  tusi  shahr  wicc 
eh  kamm  karo  ? 

10.  Kursia  etthe  barande 
wicc  kaddh  leao,  pai 
dhuppe  bawhiye. 

17.  Bhalke  waddewele  roti 

khake  cheti  ghore  nfl 
jo  lei. 

18.  Jehra  kamm  mai  tenft 

kail  ditta,  muka  de, 
te  bhalke  hor  lea 
deSga. 

19.  Mashki  kitthe  we  ?  Oh 

ta  pani  de  gea  e. 

20.  Do  hi  rupae  ditte  ? 

^.air,  paihlS  inne  i 
akhe  san,  gall  te  apni 
ptiri  kar  ditti. 

21.  Warhe  din  wicc  tusi 

hazar  dedh  hazar  lafza 


174 


PANJABI  GRAMMAR. 


then  you  will  get  a  com¬ 
plete  mastery  of  Pan¬ 
jabi. 

da  wartna  sikkho,  ta 
tukanfl  puri  Panjabi 
awegi. 

22. 

It  will  not  come  at  first, 
but  gradually  it  will  all 
come  to  you. 

22. 

Paund  satte  tS  nehi 
awegi,  par  hauli  hauli 
sabbh  a  jaegi. 

23. 

Will  you  get  these  things 
to  the  house  ?  I  will 
take  them  there  at  once. 

23. 

Eh  ciza  kothi  pucaode  ? 
Hune  puca  dennS. 

24. 

Though  I  did  not  wish  it, 
he  finished  his  work 

and  went. 

24. 

Bhawe  meri  marzi  nehi 
si,  oh  kamm  pura 
karke  tur  gea. 

25. 

If  you  finish  my  work,  you 
shall  get  extra  money. 

26. 

Jekar  tusi  mera  kamm 

pura  karo,  ta  paise 

waddh  lao. 

Indefinites  and 

Conditionals. 

1. 

What  did  he  say  to  you  ? 

1. 

Os  tuhanu  ki  kujjh 
akhea  ? 

2. 

He  said  nothing  at  all. 

2. 

Kujjh  wi  na  akhea. 

3. 

Did  he  tell  my  name  ? 
What  else  was  he  to  tell  ? 

3. 

Os  mera  na  dassea  ? 
Hor  ki  dassna  si  ? 

4. 

Give  us  something  too. 

4. 

Sanu  wi  kujjh  deho. 

5. 

One  says  one  thing, 
another  another. 

5. 

Koi  kujjh  ahnda  e,  koi 
kujjh. 

6. 

Give  this  to  no  one  but 
Mr. 

6. 

Eh  hor  kise  nft  na  deho, 
sahb  i  nfl  deho. 

7. 

[I  ask  thee]  Is  the  boy 
somewhere  about  ?  He 
must  be.  [I  tell  you.] 

7. 

Munda  hun  kite  hai  i? 
Kitale  hojega. 

8. 

What  is  this  cloth  made 
of  ?  Of  something  [or 
other]. 

8. 

Eh  kah  da  kapra  e  ? 
Kase  da  e. 

9. 

Where’s  the  munshi  ? 
He’s  gone  somewhere. 

9. 

Munshi  kitthe  we  ?  Kite 

gea  we. 

10. 

When  will  he  come  ? 
He’ll  come  some  time  or 
other. 

10. 

Kad5  awega?  Kise  wele 
awega. 

PANJABI  GBAMMAR. 


175 


11. 

W ill  }'ou  go  in  the  carriage 
or  on  horse  ?  I  tell 
thee,  I’ll  go  some  way. 

11. 

Bagghi  te  jaoge  yS 
ghore  te  ?  Kise  tarhS 
jaSiga. 

12. 

If  he  wishe.s  I’ll  do  it. 

12. 

Jekar  oh  cahe  mal 

karSga. 

13. 

If  she  wishes,  the  girl  will 

go¬ 

13. 

Jekar  oh  di  marzi  ho  we, 
kuri  jawegi. 

14. 

lf  you  wish  it.  I’ll  go  at 

once. 

14. 

Je  tuhaddi  marzi  h5we, 
ta  mai  kune  jawagi. 

15. 

If  they  wish  it,  I’ll  pay 
the  money  at  once. 

15. 

Jekar  ohna  di  marzi 

howe,  mai  rupae  hune 

de  denna  wS. 

16. 

If  you  want  him  to  go, 
I’ll  send  him. 

10. 

Je  tusi  cahndeo  pai  oh 
jae,  mai  ghall  deaga. 

17. 

If  you  come  I’ll  go. 

17. 

Jekar  tusI  ao,  mai 
jaagi. 

18. 

If  her  father  sends  her, 
she’ll  go. 

18. 

Je  peo  kuri  nS.  ghall  de, 
oh  jaedi. 

19. 

If  their  mother  calls 
them,  the  girls  will 

come. 

19. 

Je  ma  sadde,  ta  kuriS 
aungia. 

20. 

If  they  ask  from  us,  we’ll 
give  it. 

20. 

Je  sathS  mahgan,  asl  de 
chaddage. 

21. 

If  I  tell  him,  he’ll  do  it. 

21. 

Jekar  mai  akha,  ta 
karega. 

22. 

If  you  will  obey  me,  you 
shall  be  my  servant. 

22. 

Je  tflmeri  marzi  te  calls, 
mera  naukar  ho  ja- 
Sga. 

23. 

If  I  wish  it,  j'ou’ll  go, 
won’t  you  ? 

23. 

Jekar  meri  marzi  howe, 
t£  tusi  jaoge  na  ? 

24. 

If  I  bring  it,  they’ll  take 
it,  won’t  they  ? 

24. 

Je  mai  lai  awS,  tt  oh 
lainge  na  P 

25. 

If  you  will  go  and  buy 
bread  from  the  city, 
the  teacher  will  give 
the  money. 

26. 

Jekar  tusi  shahrS  r5ti 
mull  leao,  t£  ustad 
paise  dega. 

PANJABI  GRAMMAR. 


17fi 

Lesson  XI. 

a.  Do  you  not  say  that  har¬ 

vest  will  be  in  four 
months  ? 

b.  Behold,  I  say  unto  you, 

c.  lift  up  (open)  your  eyes 

and  see  the  fields 

d.  that  they  are  even  now 

ripe  for  the  harvest. 

Derived 

1 .  Ask  the  Lord  of  the  har¬ 

vest  to  [that  he]  send 
workmen  into  his  fields. 

2.  He  lifted  up  (opened)  his 

eyes  and  looked  at  the 
crowds,  then  said  to  his 
disciples,  Truly  the  har¬ 
vest  is  great,  but  the 
reapers  are  few. 

3.  The  reaper  gets  wages 

and  gathers  fruit  for 
eternal  life. 

4.  In  this  harvest  we,  too, 

are  workers. 

5.  They  bought  with  the 

wages  of  this  sinful¬ 
ness  a  field,  and  its 
name  was  called  Field 
of  Blood. 

b.  When  the  Lord  said. 
Look  at  the  fields, 
what  was  his  meaning 


Yahrwd  Sahak. 

Ct.  TnsI  nehl  ahnde  o  pal 
cauhs  mahineS 
wadhi  howegi  ? 
h.  Wekkho,  mai  tukantl 
ahnna  wS 

C.  akkhiS  ugherke  pailll 
nfl  wekkho 

d'.  pai  oh  waitti  lai  hun  wi 
pakkit  hoiS  n§. 

Sentences  . 

1.  Fasl  de  Malik  ague  arz 
karo  pai  oh  apnli 
pallia  wicc  kamm@ 
ghalle. 

2.  Os  akkhit  khdlke  bhlrS 
wall  wekkhea  te  ph&r 
apneS  celet  nd  akhea 
Sacci  muaci  fasl  bauht 
e,  par  wadhe  ghatt 

QL 

ne. 

3.  Waddhanwale  ntl  maz- 
dfiri  mildi  e  te  5h  sadft 
di  zindagi  lai  phal 
kattha  karda  e. 

4.  Es  wai^i  wioc  as)  wi 
kamme  S. 

5.  £s  gun  ah  dl  mazdflrl  ng.1 
ohni  ikk  paili  mull  lai, 
te  ohda  nS  khfln  da 
khet  pai  gea. 

6.  J ad8  ^udawand  eh  gall 
akkhi  pal,  PaiUS  n& 
wSkkhd,  ohda  ki  mat- 


PANJABt  GRAMMAR. 


177 


—  fields  or  people  ? 

7.  He  meant  people. 

8.  Have  you  wheat  harvest 

in  this  country  or  not  ? 

9.  Yes,  we  have,  we  have  it 

two  or  three  times  a 
year. 

10.  What  different  harvests 

do  you  have  here  ? 

1 1 .  Well,  we  have  grain  har¬ 

vest  in  May  and  June ; 
in  September  a,nd  Octo¬ 
ber,  maize  and  rice ; 
at  other  times  other 
things. 

12.  When  is  the  wheat  har¬ 

vest  ? 

13  Oh,  it  comes  in  May. 

14.  When  do  they  sow  it  ? 

15.  They  sow  seed  in  October 

and  November. 

16.  Do  they  sow  any  thing 

else  ? 

17.  Yes,  a  lot.  Some  ripens 

in  a  few  days. 

18.  Some  after  going  six  or 

seven  months  ripens. 

19.  What  month  is  it  now  ? 

20.  It  is  now  February. 

21.  How  long  is  it  till  har¬ 

vest  ? 

22.  Still  several  months. 

23.  What  kind  of  bread  is 

this  1  Wheaten  ? 

12 


lab  si,  pailiS  yS  ban¬ 
ds  ? 

7.  Ohda  bandea  da  mat- 

lab  si. 

8.  Is  mulkh  wice  kanak  di 

fasl  hondi  e  ke  nehl  ? 

9.  Abo,  hondi  e,  sagS  etthe 

warhe  wice  do  trai 
wari  wi  hondi  e. 

10.  Kehri  kehri  fasl  etthe 

hondi  e  ? 

11.  ^^air  jeth  har  wicc 

kanak  di  assS  katti 
wicc  makai  te  munji 
di,  te  agg§  picche 
horna  ciza  di. 

12.  Kanak  di  wa<toi  kadS 

hondi e  ? 

13.  Oh  ta  jeth  wicc  hondi  e. 

14.  KadS  bijde  nS  ? 

16.  Katti  magghar  wioc 
bijde  ni. 

16.  Hor  kujjh  bijde  nS  P 

17.  Aho  bauht.  Kujjh  kujjh 

thoret  dini  wioc 
pakkda  e. 

18.  Kujjh  kujjh  chel  satt! 

luahinl  jake  pakkda  e. 

19.  Hun  kehra  mahina  e  P 

20.  Hun  te  phaggan  j§. 

21.  Wac^i  wioc  kinni 

mahlne  ni  P 

22.  Aje  ti  d5  car  hai9  n§. 

23.  flh  r5ti  kah  di  e  P  kanak 

dip 


178 


PANJABI  GBAMMAB. 


24. 

Yes,  this  is  wheaten,  but 

24. 

Aho,  eh  kanak  di  e,  par 

that  is  barley  and  he 

oh  jafiC  di  e  te  ohde  k61 

has  maize  bread. 

makai  di  e. 

25. 

Wheat  fields  colour  (get 

26. 

Kanaks  .cettar  wioc 

pale)  in  March. 

pilit  hondii  n§. 

Exeecise 

IN 

Time. 

1. 

When  did  you  start  ? 

1. 

KadS  tur  pae  ?  Tusi 

You  have  come  late. 

kawele  ae  o. 

2. 

I  started  very  early,  be¬ 

2. 

Mai  tS  bauht  sawSle, 

fore  daylight,  and  walk¬ 

sarghi  wele  nal,  tur 

ing  slowly  got  there 

pea,  te  hauli  hauli  tur- 

before  noon. 

dea  bhatteWele  appa- 
rea.  (<S'ee  Gram.  p.  31.) 

3. 

What  month  are  you 

3. 

Kehre  mahine  jaodS? 

going  ?  I  am  going 
this  month. 

Mai  es  mahine  jaSda. 

4. 

'Is  your  family  going 

4. 

Bal  bacc@  nal  jangs  ? 

too  ?  Oh,  they  will  go 

Oh  ti  picche  assfl 

later,  in  September  or 
October. 

katt§  nft  jange. 

5. 

How  long  have  you  been 

6. 

KadSk  da  bamar  s, 

ill  ?  For  a  long  time. 

whai  ?  Cirok^a  ba¬ 
mar  S. 

6. 

Since  last  year  ?  No, 

6. 

Par  da  ?  Parfl  da  nehl. 

since  two  years  ago. 

parar  da. 

7. 

How  long  do  you  work 

7. 

Bos  kinna  cir  kamm 

every  day  ? 

karde  o  ? 

8. 

From  early  morning  till 

8. 

Fajr  tho  laike  din 

*  sundown. 

dubdei  tikar. 

9. 

How  long  has  the  boy 

9. 

Kad8k  da  munda  gair 

been  absent  (I  ask  you)  ? 

hazar  je?  DasS  dinA 

For  ten  days. 

da. 

10. 

This  man  has  been  ill 

10. 

Eh  banda  atthi  nauS 

for  eight  or  ten  days. 

dins  da  bamar  e. 

11. 

My  girl  has  been  ill 

11. 

Meri  kaki  sham  di 

since  last  evening. 

bamar  e. 

PANJABI  GEAMMAE. 


170 


12.  Do  they  come  to  you 

every  day  at  breakfast 
time  ? 

13.  Sometimes  at  this  time, 

sometimes  at  noon,  and 
sometimes  they  do  not 
come  at  all. 

14.  Has  the  girl  been  home 

this  year  ?  Yes,  fre¬ 
quently. 

15.  What  time  did  the  boys 

come  ?  Oh,  they  came 
after  supper  la-^t  night. 

16.  You  will  go  to-night, 

won’t  you  ? 

17.  No,  we  shall  start  to¬ 

morrow  forenoon  and 
pa.ss  the  noon  hour 
there,  then  go  on  about 
two  o'clock  and  reach 
home  by  about  bedtime. 

18.  You  will  hurry  then  ? 

19.  Yea,  wc’ll  go  quickly, 

or  wo  shall  get  there 
at  midnight. 

20.  Did  the  women  come  at 

dawn  ?  No,  in  the  even- 
ing. 

21  He  said  lie’d  go  at  prayer 
time  (early  morning) 
but  he  started  in  the 
afternoon. 

22.  It  will  take  half  an  hour, 
or  tliree  quarters,  to  get 
there. 


12.  Oh  roz  rotiwelS  tuhadde 

kol  aundiS  n§  ? 

13.  Kadi  es  welS,  kadi  do- 

paihrl,  kadS  kadal 
nehi  wi  aundiS. 

14.  Kaki  aitki  poke  '  gai  ? 

Aho,  kinni  wari  gai. 

16.  Munde  kehre  wele  ae  ? 

Oh  ta  khao-piye  nh 
a  gae. 

16.  Tusi  ajj  rati  jadgd  na  P 

17.  ISTehi,  asl  bhalkS  chah 

wele  nal  turage  te 
otthe  bhattewela  kar- 
ke  peshi  digar  nS 
agih  tur  jalge  te 
koi  sote  nal  ghar  ja 
phirSge. 

18.  Pher  shitabi  jaoge  P 

19.  Aho,  kahle  kahle  jaage, 

nehl,  ta  addi  rat 
apparSge. 

20.  Oh  dhammi  wele  a  gaiS  ? 

Nehi,  ji,  sag8  tar- 
kaja  nQ. 

21.  Oh  namazwele  jan  waste 

ahnda  si,  par  laudht- 
wele  turea. 

22.  Koi  ghari  d6  ghari  da 

rah  we. 


I  Married  girl’s  parental  home, 


180 


PA-NJABI  GRAMMAR. 


Lesson  XII. 

a.  And  with  this  agrees  the 

saying 

b.  One  sows  and  another 

reaps. 

c.  I  sent  you  to  reap  that 

d.  of  which  you  did  no 

labour. 

e.  Others  did  the  labour 

/.  and  you  became  partners 
in  their  labour. 

Derived 

1.  Whatever  a  man  sows 

that  shall  he  reap. 

2.  The  kingdom  of  heaven 

is  like  a  man  who  sowed 
good  seed  in  his  field. 

3.  The  field  is  the  world. 

The  reaping  time  is  the 
end  of  the  world,  and 
the  reapers  are  the 
angels. 

4.  A  man  found  a  treasure 

in  a  field  and  for  joy 
sold  everything  he  had 
and  bought  the  field. 

5.  The  dead  shall  hear  the 

voice  of  the  Son  of  God 
and  having  heard  shall 
live. 

6.  A  sower  went  out  to  sow, 

and  as  he  sowed,  some 


Bahrwd  Sabak. 

Cb,  Te  es  utte  akhan  thik 
aunda  e 

L.  Bije  koi  te  waddhe  koi. 

C.  Mai  tuhantl  ohde  wad- 
dhan  lai  ghallea 
jihdi  tusa  mehnat  nehi 
kiti. 

e,  Horna  mehnat  kiti, 

f,  te  tusi  ohnS  di  mehnat 

wicc  panjhal,  ho  gae  o. 

Sentences. 

1.  Jo  kujjh  banda  bijega  so 

hi  waddhega. 

2.  Asman  di  badahahi  ds 

bande  wangtL  e  jis 
apni  paili  wicc  cahga 
bi  bijea. 

3.  Paili  dunya  we.  Wadhi 

da  wela  dunya  da 
akhir  e  te  wadtUie 
farishte  n§. 

4.  Ikki  bande  kise  paili 

wicc  khazana  dittha 
te  khush  hdkS  apna 
sabbho  kujjh  wee 
wacke  5s  paili  nfL  mull 
lea. 

5.  Murde  ^^uda  d6  Puttar 

di  awaz  sunange  te 
sunke  jitinge. 

6.  Bi  bijjanwa]a  bi  bljjap 

niklea,  te  bijdet  we}5 


PAN.MBl  GKAMMAR. 


ISl 


fell  b3?  the  wa\'. 

7.  The  sower  of  the  good 

seed  is  Christ,  but  he 
who  sows  bad  seed  is 
Satan. 

8.  Sir,  3’ou  sowed  good  seed 

in  that  field,  did  you 
not  ? 

9.  Then  whence  came  this 

evil  seed  ? 

10.  I  feared  thee,  for  I  know 

that  thou  art  a  hard 
man  for  where  thou 
didstnotsow',  there  thou 
reapest. 

11.  He  who  sows  sparingly, 

shall  reap  sparingly. 

12.  He  who  sows  bounti¬ 

fully,  shall  reap  bounti- 
lully. 

13.  He  who  sows  for  his  flesh, 

shall  reap  corruption 
from  it. 

14.  Who  sows  abuse,  will  reap 

anger. 

15.  Who  sows  sin,  wdll  reap 

dishonour. 

16.  He  who  SOW’S  love,  shall 

reap  kindness. 

1 7.  Who  sows  the  wdnd,  reaps 

the  w'hirhvind. 

18.  A  nobleman  wentoutearlv 

to  .set  men  to  work  on 
his  garden  (orchard). 

19.  Labouring  six  days  do 

all  thy  work,  but  on 


kujjh  paihe  wice  digg 
pea. 

7.  Cahga  bi  bijjanwala 

Masih  e,  par  oh  jehra 
mara  bi  bijda  e,  oh 
Shatan  e. 

8.  Janab,  tusS  cahga  bi  os 

paili  wicc  bijea  na  ? 

9.  TS  pher  eh  mara  bi  kit- 

thS  aea. 

10.  Mai  tere  k6l6  dare  a, 

kyfijo  mai  jannS  pai 
tfi  sakht  admi  g,  te 
jitthe  nehi  bijea  otthe 
waddhna  g. 

11.  Jo  sarfe  nai  bijega,  so 

sarfe  nal  wad^ega. 

12.  Te  jehra  cokha  bi  panda 

e,  so  cokha  wad(^ega. 

13.  Jehra  jism  waste  bijega, 

so  jism  th8  kharabi 
waddhega. 

14.  Bi  galha,  phal  gussa. 

15.  Bi  pap,  phai  be-izti. 

16.  Bi  mhabbat,  phal  mihr- 

bani. 

17.  Wa  da  bi,  wawarole  da 

phal. 

18.  Ikk  rais  waddewele  nik- 

lea,  pai  mazdtir  apne 
bag  wicc  lag. 

19.  Che  din  mehnat  karke 

apna  sara  kamm  kar, 


182 


PANJABI  GRAMMAR. 


the  seventh  day  make 
it  a  habit  to  do  no  work. 

20.  Let  the  thief  henceforth 

not  steal,  but  rather 
let  him  labour  with  his 
hands  and  give  some¬ 
thing  [to  others]. 

21 .  The  workman  has  a  right 

to  his  wages.  Now  pay 
him. 

22.  If  you  do  not  become 

as  little  children,  you 
shall  not  enter  into  the 
kingdom  of  heaven. 

23.  When  you  enter  a  house, 

then  say  Peace  be  on 
this  house. 

24.  Enter  not  into  the  fields 

of  the  widow  and 
orphan. 

Exkkci.ses  in  Adverbs  and 

1 .  Why  do  it  that  way,  sir, 

do  it  thus. 

2.  Heis  just  fooling,  sir.  Do 

not  mind. 

3.  How  will  j'ou  go?  Just 

as  you  say. 

4.  Now  how  will  you  do  it  ? 
3.  I’ll  do  it  somehow  or 

other. 

0.  Don’t  do  it  so. 

7.  Do  as  the  teacher  tells 
you. 

H.  Now.howwillyongivethe 


par  satwe  dihare  kol 
kar  na  karea  kar. 

20.  Cori  karnwala  agge  ntl 

cori  na  kare,  sagS 
apnea  hatthS  nal  meh- 
nat  mashakkat  karke 
kujjh  de  we. 

21.  K!amma  apni  kamai  da 

hakkdar  e,  ohnfi  ma- 
juri  deh  kha. 

22.  Je  tusl  nikkea  baoceS 

wahgu.  na  h5  jao,  tS 
asman  di  badshahl 
wicc  na  waroge. 

23.  Jad  kise  ghar  wicc  waro, 

tad  akh6,  Es  ghar  nfl 
salam. 

24.  Randia  te  yatimS  diS 

pallia  wicc  na  waro. 

COMP.ARISON  OF  .ADJECTIVES. 

1.  Un  kah  nfi  karna  je,  ain 

karo. 

2.  Aiwi  karda  e.sahb.  Tust 

na  manno. 

3.  KikS  jaoge?  JiwS  tnsl 

akho. 

4.  Hun  kis  tarhS  karoge  ? 

5.  Kiwi  karSga  ta  sahi. 

6.  Aiu  na  karo. 

7.  Jeha  ustad  dasse,  teha 

kar. 

8.  Hun  rupae  kikar  dedge  P 


money 


PANJABI  GRAMMAR. 


183 


9.  ril  give  it  little  by  little, 
but  I  will  most  certain¬ 
ly  give  it. 

10 .  He  treated  me  very  badly. 

11.  Is  this  good  cloth  ? 

12.  Well,  it  is  not  bad,  but 

this  is  better. 

13.  I  think  this  .second  is 

better  than  that  other. 

14.  That  is  good,  but  better 

than  all  is  this  piece. 

1.'5.  That’s  right.  This  is  the 
best. 

16.  Are  you  younger  or  j^oar 

brother  ? 

17.  My  brother  is  younger 

than  T. 

18.  This  cow  of  yours  looks 

feeble. 

19  This  one  1  tell  you  is  not 
so  bad.  Look  at  that 
one. 

20.  Alas !  alas !  She  is  the 

poorest  of  all. 

21.  She  will  go  more  quickly 

than  I. 

22.  This  boy  runs  the  fastest. 

23.  My  mare  went  the  quick¬ 

est. 

24.  Have  you  not  heard  how 

David  went  into  the 
house  of  God  and  ate 
bread  ? 

25.  You  wentnot  in  and  those 

who  were  entering  you 
kept  out. 


9.  Haul!  haul!  deada,  par 
deSda  sar  ar. 

10.  Os  mere  nal  bara  bhair 

kita. 

11.  Eh  cahga  kapra  e? 

12.  Siair,  mara  nehl  e,  par 

eh  os  th'6  cahga  e. 

13.  Mere  kias  wico  eh  dujja 

odu  cahga  e. 

14.  Hai  te  cahga,  par  sarea 

nai5  eh  cahga  we. 

15.  T'hik  e,  eh  sabbhna  thS 

cahga  we, 

16.  Ta  nikka  e  jS  tera 

bhra  ? 

17.  Mera  bhra  tnetho  nikka 

e. 

18.  Sh  tiihacMl  gS  marl  jap- 

di  e. 

19.  Sh  to  ghatt  rnari  Je,  oh- 

nh  wekho. 

20.  Hae  liae,  oh  sabbhnt 

th6  mari  e. 

21.  Oh  mere  nalS  jaldi  ja- 

egi. 

22.  Sh  munda  sabbhnS  thS 

cheti  bhajjda  e. 

23.  Meri  ghori  sariS  nalB 

jaldi  gai. 

24.  TusS  sunea  nehl  pal 

Daud  kis  tarhl  Klmda 
de  ghar  warke  roti 
ithadhi  ? 

25.  Tu.si  te  na  ap  ware  te 

waranwaleS  nfi  wi 
rokea. 


184 


PANJABI  GRAMMAR. 


26.  He  who  will  not  work 

with  his  hands  shall  not 
eat,  is  the  command¬ 
ment  of  the  Gospel. 

27.  Satan  entered  into  Judas 

Iscariot  and  he  deli¬ 
vered  up  his  Lord. 

28.  As  you  enter  the  city,  a 

man  carrying  a  water- 
jar  will  meet  you,  fol¬ 
low  him. 

29.  When  we  speak  rapidly 

ourselves,  we  hear  and 
understand  the  rapid 
speaking  of  others. 

Lesson  XIII. 

a.  God  is  Spirit  and  the 

time  is  coming 

b.  when  his  service  shall  be 

done  in  spirit  and  in 
truth 

c.  for  such  worshippers  does 

he  seek. 

Derived 

1.  The  time  is  coming  when 

neither  in  this  moun¬ 
tain  nor  in  Jerusalem 
shall  God  be  wor¬ 
shipped. 

2.  I  and  the  boy  will  go 

and  worship  in  that 
mountain. 

3.  Let  all  the  angels  of  God 

worship  him. 


26.  Jehra  apneS  hatthS  nal 

kamm  na  kare,  oh 
khawewi  na,  ehsaddi 
Injil  da  hukm  e. 

27.  Shatan  Yahuda  Iskar- 

yuti  wicG  war  gea,  te 
os  apne  Khudawand 
nfl  phara  ditta. 

28.  Jad  shahr  waroge  ikk 

banda  ghare  wala 
tuhana  milega,  ohde 
magar  ho  tureo. 

29.  Jad  as!  apl  cheti  cheti 

bolue  U,  as!  duijea  da 
cheti  cheti  bolna  sun 
te  samajh  bi  ienne  S. 

Tehrim  Sabak. 

a,  Khuda  Rtih  e  te  5h  wela 
aunda  e. 

h.  pal  jadb  ohdi  bandagi 
ruh  te  saceai  nal  kiti 
jaegi. 

G.  kyfijo  ajehe  bandagi 
karnwa.lS  oh  cahn- 
da  e. 

Sentences. 

1.  Oh  weia  aunda  e  pai  na 

es  pahar  utte  te  na 
Yarushalem  shahr 
wice  Klmda  di  banda¬ 
gi  kiti  jaegi. 

2.  Mai  te  munda  os  pahar 

te  jake  Sabb  di  ban¬ 
dagi  karage. 

3.  Khuda  de  sabbh  farishte 

ohdi  bandagi  karn. 


PANJABI  GRAMMAR. 


185 


4.  Ye  M'orship  ye  know  not 

what. 

5.  We  worship  what  we 

know,  for  salvation  is 
from  the  Jews. 

6.  Whom  ye  ignorantly  wor¬ 

ship,  him  declare  we 
unto  you. 

7.  Ye  shall  not  worship  any 

other  God,  for  if  ye 
worship  another  god  or 
goddess,  God  Almighty 
will  cast  you  out  of 
this  land. 

8.  We  are  they  who  wor¬ 

ship  God  in  spirit  and 
put  no  confidence  in  the 
fiesh. 

9.  1  seek  that  mountain  in 

which  the  Jews  wor¬ 
shipped  God. 

10.  My  worship  shall  be  per¬ 

formed  over  all  the 
earth. 

11.  It  is  written,  at  the 

name  of  Jesus  every 
man  shall  bow. 

12.  The  hour  has  come  when 

true  w'orshippers, 
wherever  they  may  be, 
will  worship  the  Lord. 

13.  Is  there  any  need  that  we 


4.  Jis  ciz  di  tuhanfi  khabar 

nehi  osdl  banda^fi 
karde  o. 

5.  Asi  jihnfi  janne  S,  ose  di 

bandagi  karne  a,  kyU- 
jo  najat  YahadiS  wal¬ 
ls  e. 

6.  Jihdi  tusi  janeS  bina 

bandagi  karde  o,  ose 
di  khabar  asi  tuhanfl 
denne  a. 

7.  Tusi  hor  kise  Khuda  di 

sewa  na  kar5,  ky&jo 
jekar  tusi  her  dewi 
deote  di  puja  kar5, 
Ehuda  Tala  tuhanft 
es  dharti  thb  kaddh 
deg  a. 

8.  Asi  oh  a  jehre  Elhuda  di 

bandagi  ruh  nal  kar¬ 
ne  ha  te  apne  jusse  te 
asra  nehl  karde. 

9.  Mai  os  pahar  nft  labbhna 

jihde  wiec  Yahudi 
Eabb  di  bandagi  kar¬ 
de  san. 

10.  Sari  dharti  utte  merl 

bandagi  kiti  jaegi. 

11.  Likkhea  e,  Yesu  da  na 

laike  sare  bandematha 
tekange. 

12.  Oh  wela  aea  e  jis  wicc 

sacce  pujari,  jitthe  kite 
hon,  Eabb  di  bandagi 
karnge. 

13.  Koi  lor  e  pai  asi  bandagi 


PANJABI  GRAMMAR. 


1S() 


should  turn  our  face 
here  or  there,  when  we 
worship  ? 

14.  Really  there  is  not,  it  is 

people’s  custom. 

15.  Where  is  God  ?  Is  he 

not  on  all  sides  ? 

If)  Yes,  he  is  evcr^^where. 

17.  These  are  the  two  men 
who  were  worshippingin 
the  mosque  yesterday. 

1  '■  Where  is  the  mountain  in 
which  the  Samaritans 
used  to  worship  ? 

19.  Ten  has  struck,  and 

peopie  are  y^athering  for 
service. 

20  Lift  up  your  eyes  and  see, 
Jerusalem  i.s  on  this 
mountain. 

21.  Ifyoulabourthen  perhaps 

other  people  will  devouif 
your  earnings. 

22.  If  you  reap  that  which  ye 

did  not  sow,  then  have 
ye  entered  into  the 
labour  of  others. 

20.  In  this  service  we  seek 

God  and  he  is  found  bv 
those  who  are  true. 

24.  Now  we  ought  to  speak 
English  as  we  do  Pan¬ 
jabi. 


karde  wele  mfth  ed- 
dhar  yS  6d.dhar  kariye? 

14.  Asl  wice  koi  lor  nehi, 

_  s  _  •  ’ 

lokS  da  dasttir  e. 

15.  Khuda  kitthe  we?  Oh 

ta  samhni'  pasi  nehi  e  ? 

16.  Aho,  Oh  sabbhdare  we. 

17.  Eh  oh  d(3  bande  ni  jehre 

kail  masiti  namaj 
parhde  san. 

18.  Oh  pahar  kitthe  we  jihde 

te  Samari  bandagi 
karde  saa  ? 

19.  Das  v/aj  gae  n§  te  16k 

bandagi  waste  katthe 
honde  ne'. 

20.  Akkhia  ugherke  wekho, 

Yarushaiem  es  pahar 
utte  wo. 

21.  Jekar  tusl  inehnat  karo, 

ta  khabare  hor  16k 
tuhaddl  kamai  kha 
lainge. 

22.  Je  tusi  ohdl  wac^i  kar¬ 

de  o  jihdi  bajai  nehi 
kiti,  ta  tusi  dujjea  di 
mehnat  wicc  sharik 
hoe  o. 

23.  Es  bandagi  wicc  asi 

Klruda  nn  labbhne  a,  te 
saccea  nO,  oh  labbh  bi 
janda  e. 

24.  Hun  Sana  cahida  e  pal 

jis  tarha  asi  Ahgrezi 
b61ue  a,  ose  tarha 
Panjabi  wi  b61iye. 


PANJABI  GRAMMAR. 


187 


Customary  Action,  Present,  Past. 


1 .  The  big  waterman  used  to 

draw  water  at  that 
time. 

2.  Prophets  give  instruction 

from  God. 

3.  This  is  the  man  who  used 

to  give  false  witness  in 
the  court 

4.  The  teacher  used  to  teach 

us  this. 

5.  That  is  the  way  they  used 

to  go  to  Lahore. 

6.  These  men  used  to  exhibit 

great  shows. 

7.  Moslems  keep  the  feast  of 

Baqr. 

8.  The  women  used  to  sit 

here  and  listen  to  the 
prophet. 

9.  Mr. - used  to  have  his 

wood  brought  from 
this  wood-yard. 

10.  John  baptised  in  the  river 

Jordan. 

1 1 .  Harvest  used  to  be  at  this 

season  in  our  country. 

1 2 .  The  women  used  to  stand 

by  and  watch  his 
work. 

13.  This  rogue  just  lives  in 

the  jail. 

14.  I  am  accustomed  to  pay 

only  so  much  for  this 
work. 


1.  Os  wele  wadda  mashki 

pani  bharda  hunda 
si. 

2.  Nabi  Khuda  walls  sik- 

khea  dende  honde  ni. 

A 

3.  Ehoi  banda  kacaihri 

wicc  jhuthi  gawahi 
denda  honda  si. 

4.  Astad  sanu  ehoi  sikhan- 

da  honda  si. 

5.  Ose  rah  Lahaur  nft  j  an  de 

honde  san. 

6.  Eh  admi  wadde  tamashe 

wikhande  honde  san. 

7.  Musalman  Bakr  Id 

karde  honde  ni. 

8.  Eabi  dia  galla  etthe 

baihke  sundia  hondiS 
san. 

9.  Sahb  es  tali  lakri 

anwanda  honda  si. 

10.  Yuhanna  Yardan  darya 

wicc  baptisma  denda 
honda  si. 

11.  Sadde  des  wicc  wadhi 

es  same  hondi  hondi  si. 

12.  BuddDbia  kol  khloke, 

ohda  kamm  wekh- 
dia  hondia  san. 

13.  Eh  badmash  jelkhane  i 

raihnda  honda  e. 

14.  Mai  ta  inn.:i  i  rupae  es 

naukari  waste  denna 
honna  wa. 


188 


PANJABI  GRAMMAR. 


15.  The  police  do  not  take 

bribes  on  all  sides. 

16.  This  very  shoemaker 

makes  my  shoes. 

17.  I  rest  'll  ere 

18.  That’s  what  people  say'. 

19.  Then  (at  that  time)  I  did 

not  understand  Panjabi. 

20.  The  servants  go  to  market 

every  day. 

21.  This  servant  does  his 

w'ork  well. 

22.  At  that  time  my  girl 

was  reading  the  Third 
Header. 

23.  What  a  lot  of  men  give 

abuse ! 

24.  It  is  the  bad  habit  of  big 

and  little,  of  men  and 
women. 

Lesson  XIV. 

o.  So  when  the  Samaritans 
besought  him, 

h.  he  stayed  with  them, 
and  many  more  through 
hearing  his  teaching 
believed. 


15.  Puls  sabbhnl  pasi  wad- 

dhi  nehl  laindi  hondi 

e. 

16.  Iho  moci  meri  juttl 

bananda  honda  e. 

17.  Mai  ettiie  aram  karna 

honna  \va. 

18.  Lok  ese  tarhfi  ahnde 

honde  nS. 

19.  Odd  Panjabi  boli  nehl 

samajhda  honda  sa. 

20.  Naukar  ro:?  bazar  jande 

honde  ni. 

21.  Hh  kamma  cahgi  tarhS 

kamm  karda  honda  e. 

22.  Odd  meri  kaki  trijji 

katab  parhdi  hondi 
si. 

23.  Kinne  admi  gahja 

kaddhde  honde  ni  ! 

24.  Nikkea  waddeS,  janea 

jananiS  di  buri  adat 

e. 

Caulidtrfl  Sabrik. 

a,  '  Es  karke  jad  Samari 

Idka  ohde  agge  arz 
kiti, 

b.  Oh  ohna  kol  raih  pea  te 

hor  batherea  ohdi 
sikkhea  sunke  mann 
lei, 


’  A  long  sentence  is  required  to  give  the  sequence  of  conjunctions, 
and  moreover  the  ability  to  repeat  long  sentences  gives  such  a  conscious¬ 
ness  of  mastery  over  short  as  well  as  long  sentences,  that  it  delivers  one 
from  embarrassment  in  using  the  language  in  the  presence  of  one’s  elders, 
a  necessary  preliminary  to  success  in  public  speech. 


PANJABI  GRAMMAR. 


189 


c.  but  he  remained  only  a 

little  time  and  went 
on  to  Galilee  after  two 
days, 

d.  for  he  said  himself,  a 

prophet  has  no  honour 
in  his  own  country. 

e.  So  the  works  which  he 

had  done  in  Jerusalem 
at  the  Feast, 

/.  seeing  them  the  Galileans 
received  him, 

g.  for  they  too  had  gone  to 
the  Feast. 


C.  par  oh  thora  hi  oir 
raihke  dflh  dina  picche 
Gain  nh.  tur  pea, 

d.  kyfljo  6s  ap  akhea,  Nabi 

di  apne  des  wicc 
izzat  nehl  hondi, 

e.  pher  jehre  kamm  os 

Yarushalem  wicc  Id 
de  wele  kite  san, 

/.  ohna  nu  wekhke,  Galilia 
ohnft  kabulea, 

f/.  kyujo  oh  wi  Id  te  gae 
hoe  san, 


Derived  Sentences. 


1.  So  men  and  women  be¬ 

sought  him  and  he 
stayed  many  more  days 
at  home. 

2.  It  is  reported  in  the  cit}^ 

that  for  many  years  no 
prophet  has  been  seen 
in  this  country. 

3.  The  woman  testified  that 

the  prophet  had  not 
been  honoured  in  his 
own  country  as  he  ought 
to  have  been. 

4.  Leaving  Jerusalem,  he 

had  to  go  through  their 
land. 

5.  The  Galileans  received 

him  gladly,  for  they 
had  seen  his  miracles 
at  Jerusalem. 


1.  Es  karke  janeeS  jananifi 

6s  agge  tarle  minti 
kitiS  te  6ii  Ii6r  c6khe 
din  ghare  reha. 

2.  Shahr  wicc  akhida  e,  pai 

bareS  warhea  thl  es 
des  wicc  koi  nabi 
dissea  nehl. 

3.  6s  janani  api  gawahi 

ditti  pai  jis  tarha 
cahida  si  nabi  di 
adar  apne  des  wicc 
nehl  si  hoi. 

4.  Yarushalem  nh  chaddke 

ohnfl  ohna  de  mulkli 
de  wicc6  di  lahghnS 
pea. 

5.  Galilia  khushi  nal  ohnft 

kabulea,  kyojo  ohna 
Yarushalem  wicc  oh- 
dia  karamta  wek- 
khia. 


190 


PANJABI  GKAMMAR, 


6.  While  he  was  teaching  in 

the  temple,  they  saw 
him. 

7.  While  the  prophet  is 

giving  instruction,  stay 
with  us  and  hear  liim. 

8.  This  teaching  was  given 

in  the  Holy  City  at  the 
time  of  the  Feast. 

9.  When  the  Lord  received 

baptism  at  the  hands 
of  John,  then  there 
came  a  voice  from 
heaven,  This  is  my 
beloved  Son  in  whom 
I  am  well  pleased. 

10.  Many  saw  his  miracles 

and  believed  on  him. 

11.  The  fuel  is  burnt  up,  so 

I  shall  have  more 
brought  from  the  city. 

12.  He  stayed  with  us  two 

months  and  went  to  his 
own  country,  for  he 
said.  It  is  near  harvest 
now. 

13.  When  he  was  brought 

before  the  Judge,  the 
Judge  ordered  his  im¬ 
prisonment  and  deli¬ 
vered  him  to  the  police, 
so  they  took  him  away 
and  delivered  him  to 
the  jailor. 

14.  These  chairs  were  made 

so  that  when  I  am  tired 


6.  J  ad  oh  haikal  wioe 

talim  denda  si,  ohnS 
ohnu  we^  lea. 

7.  Jicar  nabi  talim  denda 

e,  tusi  sadde  kol  rauho 
te  ohdi  suno. 

8.  Eh  talim  Pak  Shahr 

wicc  Id  de  wele  ditti 
gai. 

9.  Jad  ETiudawand  nfl 

Yuhaana  de  hatthS 
baptisma  milea,  tS 
asmano  eh  awaz  ai, 
Eh  mera  piyara  Put- 
tar  e,  jis  te  mai  Wiush 
S. 

10.  BathereS  ohdiS  kara- 

mats  wekhke  os  te 
iman  leanda. 

11.  Ballan  mukk  gea  we,  es 

karke  mal  shahrS  hor 
anwaSga. 

12.  Sadde  kol  do  mahine 

raihke  oh  apne  des 
nu  tur  gea,  kyOjo  os 
akhea,  Hun  wadhi 
da  wela  nere  aea  e. 

13.  Jad  oh  munsaf  de  agge 

hazar  kita  gea,  ta 
munsaf  jelkhane  da 
hukm  deke  puls  de 
hawale  kita,  so  ohna 
lai  jake  ohnu  daroge 
de  hawale  kar  chad- 
dea. 

14.  Kursia  es  waste  banis 

pai  jad  mai  thakk 


PANJABI  GBAMMAR. 


191 


I  may  sit  and  take  my 
ease  in  them. 

15.  Whatever  word  is  diffi¬ 

cult,  we  utter  it  hun¬ 
dreds  of  times  daily  and 
afterwards  speak  it 
correctly. 

16.  I  do  not  know  where  to 

go- 

17.  I  did  not  know  what  to 

say. 

18.  He  does  not  know  Arabic. 

19.  When  I  talk  to  them  they 

do  not  understand. 

20.  I  do  not  see  the  man  you 

are  speaking  of. 

21.  Miss - does  not  know 

where  your  servant  has 
gone. 

22.  You  do  not  believe  me 

because  you  like  doing 
wrong. 

23.  Phajju,  why  didn’t  you 

send  the  book  I  gave 
you  ? 

24.  Mary,  what’s  the  reason 

you  are  not  doing  yom 
work  well  this  week  ? 

25.  Girls,  learn  your  lessons 

well. 


jaavS,  baihke  aram 
karS. 

16.  Jehra  lafs  aukha  howe, 

asl  osnS  roz  sai  sai 
wari  akhke  magarS 
thik  b51ne  §. 

10.  Pata  nehl  kitthe  jS. 

17.  Menu  pata  nebi  si  pai 

mal  ki  akh§. 

18.  6h  Arbi  boli  nehl  janda. 

19.  Jad  mai  ohnS  nal  gall 

karna  oh  samajhde 
nehl. 

20.  Jehra  admi  tus!  menu 

dassde  o,  oh  menS  diss- 
da  nehl. 

21.  Miss  sahb  ntl  pata  nehi 

pai  Hazur  da  naukar 
kitthe  gea  we. 

22.  Tusl  meri  gall  da  yakin 

es  karke  nehl  karde 
pai  bureai  tuhand 
piari  e. 

23.  Phajju,  jehri  katab  mai 

tenft  ditti,  tft  ghalli 
kyu  nehl  ? 

24.  Maria,  es  hafte  t£l  kamm 

cangi  tarhS  nehl  kar- 
di,  ki  sababbP 

26.  Kuriyo,  tusl  apo  apna 
sabak  cahgl  tarhS 
pakao. 


Root  and  Causal  Forms. 

1.  Is  the  work  done?  I’ll  1.  Kamm  mukk  ge&  e  P  Ajj 
finish  it  to-day.  muka  deaga. 


PANJABI  grammar. 


19-J 

2.  This  water  is  not  warm. 

Have  it  heated. 

3.  Is  the  boy  dead  ?  Yes, 

the  police  killed  him. 

4.  The  Government  will  put 

them  to  death. 

5.  Has  Mr.^ - had  the 

plants  planted  ? 
t).  They  are  not  all  planted 
yet,  the  gardener  is 
planting  them  now. 

7.  Have  you  broken  the 
dish  ?  Sir,  it  just  broke 
accidentally. 

S.  What’sthe  price  of  wheat? 
Did  you  bring  it  ? 

y.  Yes,  Mr. - -ordered  it. 

Rs.  3  for  82  lbs. 

10.  Did  you  hear  this  matter? 

Tell  it,  then  we’ll  be 
sure. 

11.  Put  the  marc  out  of  the 

field  at  once. 

12.  She’ll  go  out,  sir.  If  not, 

I’ll  put  her  out. 

13.  Is  this  my  chair  you  are 

making  ? 

14.  Yours  is  not  made  yet. 
1,5.  Very  well,  I’ll  get  some 

one  else  to  make  it. 

IG.  Has  the  baby  been  fed 
yet  ?  (or  drunk  her 
milk  }'et  ? )  Its  mother 
was  feeding  it  then. 

17.  Can  the  village  be  seen 

here  ?  Yes,  come  here 
and  see  it. 

18.  I  can’t  see  it.  Can’t  you? 


2.  Eh  pani  garm  nehl,  garm 
karao. 

3.  Munda  mar  gea  e  ? 

Aho,  puls  jo  marea. 

4.  Sarkar  ohua  nfi  marwae- 

gi- 

5.  Sahb  bute  luae  ? 

6.  Aje  sare  neh!  lagge, 

mail  landa  e  pea. 

7.  Bhanda  tror  suttea  i  ? 

Janab,  aiwe  tutt  gea. 

8.  Kanak  kis  tarha  ai  ?  Tft 

andi  si  ? 

9.  Aho,  sahb  anwai,  trai 

mpayy®  man  pakka. 

10.  Eh  galltusS  suni  ?  Sun- 

ao,  tS  janiye. 

1 1 .  Ghori  hune  paillS  kaddh, 

whai. 

12.  Nikal  jaegi,  janab,  nehl 

te  mai  hune  kaddh 
chaddaga. 

13.  Eh  meri  kursi  banande 

o  pae  ? 

14.  Aje  tuhaddi  nehl  banl. 

15.  Gang  a !  Mai  hor  kise 

kolS  banwaSga. 

16.  Bacce  duddh  pi  lea  ?  Mt 

odS  ohnQ  piandi  (or 
pialdi)  si  pai. 

17.  Find  etthb  dissda  e  ? 

Aho,  ure  anke  wek- 
kho. 

18.  Menfi  nehl  labbhda. 


PANJABI  GRAMMAR. 


193 


I’ll  show  3'ou. 

19.  Has  this  been  known  since 

yesterday  ?  Yes,  I 
found  it  out  the  daj”^ 
before.  Come  along, 
I’ll  show  you. 

20.  Sold  your  horse  ?  Not  yet. 

I’ll  sell  him  to-day. 

21.  What  do  they  call  this 

boy  ? 

22.  His  mother  calls  him 

Hassu. 

23.  Call  Saddhu,  brother. 

Lesson  XV. 

When  the  nobleman,  whose  son 
was  sick  in  Capernaum,  heard 
that  Jesus  had  come  again  to 
Cana,  where  the  water  was 
made  wine,  he  went  to  the 
Lord  and  besought  him,  say¬ 
ing,  My  son  is  at  the  point  of 
death.  Come  and  heal  him. 


halg. !  tuhantl  wil^a 
dSnna  wS. 

19.  £Sh  kali  thS  malhm  e  ? 

Ah5,  sagO  mai  parsS 
malum  kita  si.  Calo, 
tuhanS  dass  denna 
wa. 

20.  Ghora  wik  geaP  Aje 

wikea  tt  nehi.  Ajj 
wecSga. 

21.  Es  muiide  nft  ki  sadde 

ng  ? 

22.  Ma  ohnd  Hassu  karke 

saddi  e. 

23.  Saddhu  nfl  sadd,  bhai. 

PandhrwS.  Sabak. 

Jisralsda  puttar  Kafarnahum 
wicc  bamar  si,  jadS  ohn% 
^abar  hoi  pai  Yesu  Kana 
nfi  mur  aea  we,  jitthe  pani 
mai  ban  gea  si,  Kkuda- 
wand  kol  jake  ohde  tarle 
kite  pai  Mera  puttar  marn- 
wala  e,  anke  ohnfi wall  kar. 


Derived  Sentences. 


1.  What  did  the  nobleman 

do  ?  He  besought  the 
Lord  to  come  to  Caper¬ 
naum. 

2.  Why  did  he  ask  him  to 

go  to  Capernaum  ? 
Because  his  son  was 
sick. 

3.  How  ill  was  he  ?  He  was 

dying. 

13 


1.  'Baiskikita?  OsKhuda- 

wand  agge  tarle  kite 
pai  Kafarnahum  nS  a. 

2.  Kafarnahum  nfi  jan 

waste  kyft  akhea  ? 
Ohda  puttar  jo  bamar 
si. 

3.  Kedda  bamar  si  ?  Oh 

ta  marnwala  si. 


PANJABI  GRAMMAR. 


I'.U 

4.  How  did  tl'.e  nobleman 

know  that  Jesus  could 
I  will  be  able  to]  heal 
his  son  ? 

5.  Because  the  Lord  had 

made  the  water  into 
wine. 

6.  Did  the  Lord  Jesus  go  ? 

He  did  not. 

7.  Why  didn’t  he  go  ?  He 

did  not  need  to.  for  he 
healed  him  without  go¬ 
ing. 

S.  Ho  vv  c  ould  he  do  so  great 
a  work  ?  Because  it 
was  in  his  authority. 

9.  Did  the  boy  get  well  ? 
Well,  it  was  with  this 
idea  that  the  father 
went  away. 

10.  But  did  he  or  not  ?  We’ll 

see  in  the  next  lesson. 

11.  The  Go.spel  will  be  pro¬ 

claimed  over  the  whole 
world  and  many  people 
will  accept  it. 

12.  The  stor}'  of  Christ  will 

be  told  to  every  man, 
and  before  Him  every 
one  shall  bow  the  knee. 

13.  To-morrow,  by  noon,  said 

the  prophet,  bread  shall 
sell  cheap. 

14.  Some  woman  said.  I’ll  get 

him  to  make  a  box  of 
wood. 


4.  Os  rals  nd  kis  tarht  pata 

si  pai  Yesu  mere  put- 
tar  nfi  wall  kar  sake- 

ga? 

5.  Khudawand  pani  nfl 

mai  banaea  si. 

6.  Khuda  wand  Yesu  gea  ke 

nehl  ?  Nehi  gea. 

7.  Kyu  nehl  gea  ?  ohnfl  koi 

lor  nehl  si,  bingeS  ohnfi 
wall  kita. 

8.  Edda  kamm  kis  tarha 

hoea  ?  KySjo  ohde 
wass  wioc  si. 

9.  Oh  munda  tagra  hoea  ? 

^^air,  es  yakin  nal 
peo  calea  gea. 

10.  Par  hoea  ke  na  hoea  ? 

Agle  sabak  wicc  wekh- 
age. 

11.  Injil  sari  dharti  te  sunai 

jaegi  te  bauht  16k 
kabulange. 

12.  Masih  di  khabar  sabbh 

kise  n3  ditti  jaegi, 
te  Bare  ohde  agge 
g6de  niwange. 

18.  Nabi  akhea  bhalke  do- 
paihr  tori,  rotl,  sawalli 
wikegl. 

14.  Kise  akhea,  Mai  ohde 
k5l8  lakkar  da  bakas 
banw&igl. 


PANJABI  GRAMMAR. 


19o 


15.  I  will  beg  of  him  that  he 

come  and  lieal  my  sou. 

16.  When  the  teacher,  wiiose 

girl  was  ill,  heard  that 
.she  was  dying,  lie  ran 
for  a  fit  phy.-iician. 

17.  The  physician  said,  she’ll 

be  well  by  to-morrow. 

18.  1  had  this  house  built  last 

year. 

19.  T  sent  him  to  go  and  get 

some  money  from  that 
sick  man. 

20.  .Master  sent  the  horse  to 

the  stable  br"  the  hand 
of  the  groom. 

2 1 .  They  told  u.s  to  come  down 

from  the  roof  and  go  to 
the  city  and  take  that 
sick  man  to  thehospital. 

22.  Wh.v  did  you  give  us 

again  to-day  the  very 
bread  that  made  us  so 
sick  yesterday. 

23.  The  teacher  sent  the  boy 

who  was  ill  to  his 
father. 

24.  I  have  to  go  to  the  city, 

for  the  cook’s  son  is 
ill,  and  1  am  going  to 
see  him. 

25.  You’llhavetogivearupee 

for  that  book. 

26.  Carpenter,  I  will  get  you 


15.  Mai  ohde  agge  arz  kara- 

ga  pai  awe  te  mere 
puttar  uQ.  tagreS  kare. 

16.  Jis  ustad  di  kuri  mandl 

si,  iadb  sunea  pai 
meri  kuri  marnwali 
8,  oh  kis3  laik  hakim 
kol  bhajj  gea. 

17.  Hakim  akkhan  lagga, 

Bhalke  tori  razi  ho- 
wegi. 

18.  Eh  ghar  mai  par  ban- 

waea  si. 

19.  Mai  ohnft  ghallea  pai 

Jake  6s  mande  kolo 
rupae  mahg  leawe. 

20.  Sahb  sahis  di  hatthi 

ghore  nft  tawele  ghall 
ditta. 

21.  OhnS  sanft  akhea  ko- 

theS  utarke  te  shahr 
jake  6s  bamar  nfl 
haspatal  lai  jao. 

22.  Jis  r6ti  tho  asi  kail  edde 

bamar  hoe  sa,  ohoi 
sanft  ajj  pher  kahnU 
khuai  ? 

23.  Jehra  munda  manda  si 

munshi  ohnfi  pe6  k53 
ghallea. 

24.  Mai  shahr  jana  e,  kha- 

same  da  puttar  bamar 
e  te  mal  wekkhan  cal- 
lea  w§. 

26.  58  kitab  badle  ikk  ru- 

payya  dena  pawiga. 
20.  Mistria,  mai  tere  paso 


196 


PAN.IABI  aBAMMAK. 


to  make  me  two  chairs 
and  three  tables. 

do  kursia  t?  trai  mez 

banwaaga. 

27. 

When  we  hear  with  care, 
we  also  speak  correcth’. 

27. 

JadS  asi  dhian  nal 
sunne  S,  ta  thik  thik 

bolne  wi  a. 

28. 

Hence  whoever  wishes  to 
speak  Panjabi  should 
listen  carefully  to  the 
speech  of  the  people. 

28. 

Ss  karke  jehra  Panjabi 
bolni  cahe,  oh  loka 
dia  galla  dhian  nal 

sune  kare. 

Exercises  in  milna  and  laggna. 

1. 

Where  did  you  get  this 
book  ? 

1. 

fih  katab  tuhana  kitthb 
mili? 

'  2. 

I  got  it  from  the  Sardar’s 
shop. 

2. 

Sardar  di  hattiS  mainfi 
mil  gal. 

3. 

What  did  you  pay  for  the 

mare 

3. 

Ghori  kinne  nfl  lei  ? 

4. 

I  got  her  for  a  hundred 
nipees. 

4. 

Oh  sau  rupae  t6  mili. 

6. 

Our  cow  won’t  give  milk 
to-day. 

5. 

Saddi  gt  ajj  mildi  nehi. 

6. 

Introduce  me  to  the 

master. 

6. 

Mera  Sahb  nal  mel 

karao. 

7. 

He  is  not  at  home.  Did 
you  not  meet  him  on 
the  road  ? 

7. 

Sahb  ghar  nehl.  Tuha- 
n&  wate  nehi  mile  ? 

8. 

Are  the  boys  studying 
Urdu  ?  Yes,  the  Gov¬ 
ernment  has  it  taught. 

8. 

Munde  Urdu  parhde  ni? 
Aho,  sarkar  parhan- 
di  e. 

9. 

The  teacher  teaches  them 
daily. 

9. 

Munshi  ohnS  ntl  r5z^ 
dihari  parhanda  e. 

10. 

You  do  not  understand 
what  I  am  saying. 

10. 

Tusi  meri  gall  nehi 
samjhde  o. 

11. 

Please  explain  it  to  me. 

11. 

Zara  samjha  chaddea  je 
(or  chaddio  je.) 

12. 

I  was  about  to  sit  down 

there. 

12. 

Mai  otthe  baihn  laga 

sS. 

PANJABI  OBAMM^B. 


197 


13.  The  girl  had  just  begun  to 

bake  the  bread. 

14.  Have  they  begun  to  cook 

the  meal  ? 

15.  The  mother  had  begun  to 

make  Gujri  get  the 

supper. 

16.  The  boy  was  nearly  dead. 

17.  The  boys  had  begun  to 

beat  the  dog. 

1 8.  The  gentleman  had  deter¬ 

mined  to  have  his  dog 

killed. 

19.  The  capatis  had  begun  to 

be  prepared  then. 

20.  The  women  had  begun  to 

get  the  meal  ready  then. 

21 .  The  mistress  of  the  home 

was  having  the  meal 

got  ready. 

22.  The  girls  had  begun 

work. 

23.  Mother  had  begun  to  set 

the  girls  to  work. 

Lesson  XVI. 

When  the  nobleman  was  going 
down  his  servants  met  him 
and  said,  Your  son  is  living, 
wherefore  he  asked  them. 
What  hour  was  it  when' he 
began  to  get  better,  and  when 
they  told  him  the  seventh 
hour,  he  knew  that  it  was  the 
very  hour  in  which  Jesus  said 
to  him,  Thy  son  liveth,  so  he 
and  all  his  house  believed. 


13.  Kuri  6s  wele  roti  pa- 

kan  laggi  si. 

14.  Roti  aje  pakan  lage  n§  ? 

15.  Ms  Gujri  kolS  sham  wele 

roti  pakwan  lagi  si. 

16.  Munda  marn  lagga  si. 

17.  Munde  kutte  nS  marn 

lagge  san. 

18.  Sahb  apne  kutte  nS  mar- 

wan  lagge  san. 

19.  6s  wele  rotiS  tear  h5n 

laggis  san. 

20.  Zananii  os  wele  roti 

tear  karn  lagil  san. 

21.  Gharwali  ds  wele  roti 

tear  karan  laggi  si. 

22.  Kuria  kamm  karn  lag- 

giS  san. 

23.  Bebbe  kuria  k5lS  kamm 

karan  lagi  si. 

SohlwU  Sabak. 

Jad  rais  calea  janda  si,  ohde 
naukar  ohnft  milke  akkhan 
lagge,  Tuhadda  puttar 
jitlnda  e,  es  karke  rais 
ohna  k515  pucchan  lagga, 
Oh  kehra  wela  si  jad  oh 
wall  hon  lagga,  te  jad6 
ohnS  satwl  ghari  dassi,  os 
jatta  pai  ohoi  ghari  e  jihde 
wice  Yesu  akhea,  Tera 
puttar  jiunda  e,  so  oh  ap 


198 


PANJABI  GBAMMAB. 


te  ohda  sara  tabbar  iman 
leae. 

Deeived  Sentences. 


1.  Who  met  the  nobleman  ? 
His  servants. 

2  Where  did  they  meet 
him  ?  On  the  way  to 
Capernaum. 

3.  Why  had  they  come  to 
meet  (escort)  him  ? 

4  To  give  the  good  news 
that  his  son  was  well. 

5.  What  was  it  he  asked 

them  ? 

6.  What  time  did  he  begin 

to  get  better  ? 

7.  What  hour  did  they  say  ? 

The  seventh. 

8.  What  was  wonderful  in 

this  ? 

9.  It  was  the  seventh  hour 

when  Jesus  sent  him 
away. 

10.  What  effect  did  this  have 

on  the  nobleman  ? 

11.  He  knew  that  it  was  by 

the  power  of  Christ  that 
his  son  was  healed. 

12.  What  effect  did  it  have  on 

the  family  ? 

13.  They  all  believed. 

14.  Should  one  believe  on  the 

Lord  Jesus  Christ  ? 

15.  Yes,  for  the.  3  is  no  other 


1-  Bais  nfl  kaun  mil  pae  ? 
Ohde  naukar. 

2.  Kitthe  mil  pae  ?  Kafar- 

nahum  de  rah  wico. 

3.  Ohnd  agg5  lain  waste 

kyfi  ae  san  ? 

4.  khushi  di  ^abar  d3n 
waste  pai  puttar  wall 
e. 

5.  Os  ohnS  kolo  ki  kujjh 

pucchea  ? 

6.  Kehre  wele  wall  h6n 

lagga  ? 

7.  Ohna  kehri  ghari  dassl  ? 

Satwl  ghari. 

8.  Ehde  wicc  ki  aoarj  gall 

hoi? 

9.  Satwl  ghari  si  jadS  Yesh 

ohnfi  torea. 

10.  £s  gall  da  rais  te  ki  asr 

hoea  ? 

11.  6s  jan  lea  pai  Masih  di 

takat  nal  mera  puttar 
wall  h5ea. 

12.  Tabbar  te  ki  asr  h5ea  ? 

13.  Sare  de  sare  iman  leae. 

14.  Khudawand  YestL  Masih 

te  iman  leauna  oahida 
e? 

15.  Aho,  dharti  utte  hor  kdi 


PANJABI  GRAMMAE. 


199 


name  given  on  earth 
able  to  save. 

16.  Because  from  his  word 

and  works  it  is  evident 
that  onh'  Christ  is  able 
to  do  tiiis. 

17.  Are  there  no  other  pro¬ 

phets  sent  from  God  ? 

18.  Other  prophets  have  in¬ 

deed  been  sent,  yet  it 
was  not  their  work  to 
give  salvation,  but 
rather  to  bear  witness 
to  the  Saviour,  Christ. 

19.  What  does  Christ  himself 

say  about  this  ? 

20.  That  no  one  can  come  to 

God  .save  by  me. 

21.  Did  notthe  prophets  work 

miracles  ? 

22.  The}^  often  did  them,  and 

these  ver}’’  miracles  are 
God’s  seal  on  them  that 
they  are  true. 

23.  Is  their  testimony  to  be 

found  anywhere  ? 

24.  Yes.  in  the  Law,  the 

Psalms,  and  the  books 
of  the  jirophets  this  is 
the  testimony,  that 
there  is  but  one  Saviour 
and  that  Christ  is  he. 

25.  How  may  wo  get  salva¬ 

tion  ? 

26.  People  often  say.  If  we 

do  good  works  we  shall 
get  it. 


nk  nehi  dassea  gea  jih- 
di  rahi  asi  najat  paiye. 

16.  Es  karke  pai  ohdi  kalam 

ice  karamata  t§  malum 
hondae  pai  niraMasih 
es  kamm  joga  a. 

17.  Khuda  da  ghallea  hoea 

kdi  hor  nabi  nehl  ? 

18.  Ghalle  hoe  te  hor  nabi 

wi  hain  nS,  par  ohnt 
da  kamni  najat  depi 
nehi  si,  sagS  najat 
denwal '  Masih  di  ag- 
wahi  deni. 

10.  Masih  api  es  gall  di 
babat  ki  ahnda  e  ? 

20.  Fai  mere  bajhbkbi  ffliu- 

da  kol  ja  nehi  sakda. 

21.  Ij'abiS  karamats  nehi 

kitia  ? 

22.  Askar  kitiS  sail,  te  ihoi 

karamats  iGinda.  wal- 
lo  ohnS  lai  sanad  n§ 
pai  oh  sacoe  ng. 

23.  Ohna  di  gawahi  kitale 

likhi  hoi  e  ? 

24.  Aho,  Taurat,  Zabur  te 

nabis  dis  kitabS  wioc 
gawahi  ihoi  e,  pai 
najat  denwaia  ikkoi 
e  te  oh  llasih  e. 

25.  Najat  sanii  kikfl  mildi 

e? 

26.  Lok  askar  ahnde  n§, 

nek  kamm  kariye,  tS 
milegi. 


200 


PANJABI  GBAHMAB. 


27.  Can  a  sinful  man  do  good 

works  ? 

28.  The  Gospel  says,  If  we 

believe  on  the  beloved 
Son  of  God,  whom  he 
sent, then  shall  salvation 
be  obtained. 

29.  When  you  meet  the 

father,  saj'  to  him,  Your 
son  is  living. 

30.  The  father  met  them  at 

sunset. 

31.  When  tbe  servants  knew 

that  it  was  the  seventh 
hour  when  Christ  said. 
Thy  son  liveth,  then 
they  also  realised  that 
the  boy  was  made  well 
by  the  power  of  the 
Messiah. 

32.  As  people  hear,  so  they 

speak,  hence  the  teach¬ 
er  should  speak  correct 
Panjabi  and  the  pupil 
himself  will  hear  and 
speak  correctly. 


27.  Papl  banda  nek  kamm 

kar  sakda  e  ? 

28.  injil  ahndi  e,  Khuda 

de  piare  te  ghalle 
hoe  Puttar  te  Iman 
leawiye,  tS  najat 
milegi. 

29.  Jad3  ohde  pe5  nfi  milo, 

ta  ihoi  gall  akho, 
Tuhadda  puttar  jifln- 
da  e. 

30.  Din  dubbdet  peo  ohn£ 

ntl  mil  pea. 

31.  J ad5  naukari  ntl  maltlm 

hoea  pal  Maslh  satwl 
ghari  akhea,  T6ra 
puttar  jiunda  e,  tS 
ohuS  na  wi  pata  lagga 
pal  munda  Masih  dl 
taflk  nal  wall  hoea. 

32.  Jis  tarhS  15k  sunde  nS 

ose  tarhi  b51de  wl  nS, 
es  karke  munshi  thlk 
thik  Panjabi  b615,  te 
shagird  sunke  ape 
thik  bolSga. 


Idiomatic  use  of  auna,  calna 
1  was  going. 

You  were  coming. 

He  is  going. 

She  is  coming. 

I  (f.)  am  coming. 

T  was  going. 

He  was  going. 

(Habitually)  come  here,  m 
boy. 


and  jana  with  laggna  and  karna. 
Mai  laga  janda  sS. 

Tfi  laga  aunda  sal. 

Oh  laga  janda  e. 

Oh  lagi  aundi  e. 

Mai  lagi  aunni  S. 

Mai  calea  janda  sa. 

Oh  calea  janda  si. 

Sadde  wall  awe  a  kar,  puttar. 


PANJABI  GRAMMAR. 


201 


Come  here,  my  boy. 

Always  draw  water  from  this 
well,  never  from  that. 

Draw  water  from  this  little 
well,  waterman. 

Never  sit  with  them,  my  girl. 

Sit  here,  my  boy. 

Give  me  that  water. 

Always  give  us  this  water. 

Drink  some  milk,  brother. 

Don’t  drink  tea,  drink  milk. 

Don’t  go  to  the  city. 

Never  go  there. 

Always  ask  me. 

Never  do  that,  my  boy. 

Look  at  me,  my  boy. 

Tell  the  truth. 

Always  tell  the  truth. 

Always  call  him  “  munshiji.” 

Make  me  a  good  chair,  carpen¬ 
ter. 

Always  make  good  chairs, 
brethren. 

Lesson  XV H. 

When  the  disciples  saw  a  man 
blind  from  birth,  they  asked 
the  Lord,  who  did  sin,  this 
man  or  his  parents,  that  he 
was  bom  blind  ? 


M6re  vsrall  a,  puttar. 

6s  khuhS  na,  es  khuhS  pani 
bharea  kar. 

Es  khuhis  pani  bhar,  mash- 
kia. 

Ohna  nal  na  bawhea  kar, 
kuriye. 

Etthe  bauh,  mundea. 

Oh  pani  menh  deh. 

Iho  pani  sanS  dea  kar. 

Duddh  pio,  bhai. 

Cah  na  piwea  kar,  duddh 
piwea  kar. 

Shahr  na  jah. 

Otthe  na  jawea  kar. 

Mere  kol5  pucchea  kar. 

Eh  kamm  na  karea  kar,  put¬ 
tar. 

Mere  wallS  wekhea  kar, 
mundea. 

Sacc  dasso. 

Saco  sacc  dassea  karo. 

OhnQ munshiji  karke  saddea 
karo. 

Mere  waste  cahgi  kursi 
banao,  mistri  ji. 

Cahgii  kmrsit  banawea  karo, 
bhaio. 

SalahrwU  Sabak. 

JadS  celea  ikk  jamandhril 
annhe  na  wekhea,  ohnt 
]^udawand  Masih  kolo 
pucchea,  Ustad  ji,  kis  pap 
kita,  es  ya  esde  mapeS,  pai 
eh  annha  jammea. 


202 


PANJABI  GRAMMAR. 


Derived  Sentences. 
disciples  1.  CeleS  kih  nfi  (Uttha. 


1.  Whom  did  the 

see  ? 

2.  They  saw  a  man  blind 

from  birth. 

3.  What  was  he  doing  ? 

4.  He  sat  and  begged. 

o.  Since  when  was  he  blind  ? 
From  birth. 

0.  What  question  arose  in 
the  disciples’  hearts  ? 

7.  Perhaps  he  sinned  before 

birth. 

8.  Did  they  believe  in  trans¬ 

migration  of  souls  ? 

9.  No,  but  as  it  is  written 

that  Esau  and  Jacob 
strove  before  birth, 
the  thought  came  that 
this  man  must  have 
done  something. 

10.  What  did  the  Lord  say  ? 

11.  Neither  did  this  man  sin, 

nor  his  parents,  but 
that  the  works  of  God 
may  be  made  manifest 
has  this  happened. 

12.  Does  sickness  come  from 

sin  ? 

13.  It  is  indeed  the  final 

cause,  but  not  alwayg 
our  own  sin. 

14.  Is  death  from  sin  ? 


2.  Ikki  jamandhrtl  annhe 
ntl  (Uttho  ne.  (See 
Gram.  p.  105.) 

8.  Oh  kl  karda  si  ? 

4.  Oh  baihke  mahgda 

honda  si. 

5.  KadSk  da  annha  si  ? 

Jamandhru. 

6.  CeleS  de  dil  wico  ki 

suwal  utthea  ? 

7.  Khaure.  es  jamman  thS 

paihlS  koi  pap  kita. 

8.  Oh  awagaun  ntl  mannde 

san. 

0.  Nehl,  par  jis  tarhS 
likkhea  hoea  e  pal 
Esau  te  Yakub,  jam- 
man  t§  paihlS,  larde 
san,  eh  khial  aea  pal 
es  wi  kujjh  kita 
howeda. 

10.  ]^udawand  ohni  nd  ki 

akhea  ? 

11.  Na  es  pap  kita  na  ehde 

ma  bap,  par  K^uda 
de  kamm  zahr  kam 
waste  eh  gall  hoi  e. 

12.  Bamari  pap  thS  hundi 

e  ke  nehl  ? 

13.  Asl  gall  te  ihoi  e,  par 

hameshi  saddS  apne 
pap  tho  neh!. 

14.  Mama  wi  pap  de  sabab- 

b8  e  ? 


PANJABI  OBAMAIAB. 


203 


15.  It  is.  It  is  written.  The 

wages  of  sin  is  death. 

16.  What  is  sin? 

17.  To  go  contrar}' to  the  will 

of  God  is  sin. 

18  Are  all  men  sinners  or 
not  ? 

19.  Who  is  there  that  isn’t  ? 

All  are  sinners  and 
have  come  short  of  the 
glory  of  God. 

20.  How  were  God’s  works 

revealed  in  this  blind 
man. 

21.  By  his  being  healed. 

22.  Who  healed  him  ? 

23.  The  Lord  Jesus  Christ  did. 

24.  Why  did  he  ? 

25.  For  the  praise  of  God. 

26.  Did  you  ever  see  any  one 

born  blind  ? 

27.  I  have  seen  many  blind 

people,  but  few  blind 
from  birth. 

28.  Are  there  many  boys  and 

girls  blind  in  the  West  ? 

29 .  Now  and  then  there’s  one. 

30.  There  are  lots  of  blind  folk 

in  the  Panjab.  What’s 
the  reason  ? 

31.  There  is  so  much  careless¬ 

ness  about  diseases  of 
the  eyes. 

32.  If  youhave  soreeyes,  what 

do  you  do  in  Europe  ? 


15.  Hai  i.  Likhea  hoea  e, 

Gunah  di  majUrl 
maut  e. 

16.  Pap  ki  e  ? 

17.  ^uda  di  marzi  de  ult 

calna  pap  e. 

18.  Bare  bande  papi  nS  ke 

nehl  ? 

19.  Kaun  kkall  e  P  Bare 

papi  n3  te  Khuda  de 
jalal  tli3  raih  gae  n@. 

20.  Es  annhe  wioc  Kb.uda  de 

kamm  kikfi  zahr  hoe  P 

21.  Ohde  wall  hon  t5. 

22.  OhnS  kis  wall  kita  P 

23.  ^kudawandYesuMasih. 

24.  Kyfi  wall  kita  P 

25.  Eliuda  di  wadeai  waste. 

26.  Kade  tusa  koi  jaman- 

dhrtl  annha  <httha  e  P 

27.  Annhe  bauht  wekhe,  par 

jamandhru  annhe 
ghatt  (Btthe  ne. 

28.  Wilaitwiccmunde  kuriS 

bauht  annhe  honde 
n§  P 

29.  Tawg,  taw@  (wirle 

wirle). 

30.  Panj  ab  wicc  annhe  bauht 

honde  ni.  Ki  sa- 
babb  e  P 

31.  Akkhit  diS  bamaria  t8, 

be-parwahi  bauht  e. 

32.  Akkhii  ajan,t§tu8l  Wil- 

ait  wicc  ki  karde  o  P 


204 


PANJABI  GRAMMAR. 


33 .  We  put  in  medicine,  keep 

the  eyes  clean,  and  if 
they  are  very  sore,  then 
for  days  or  weeks  we 
stay  in  a  dark  room 
What  do  you  do  here  ? 

34.  We  ?  Oh,  we  don’t  do 

anything  for  two  or 
three  weeks,  if  then 
relief  does  not  come,  we 
do  whatever  people  say. 
The  last  remedy  is  to 
bring  some  charm  from 
the  priests.  If  it  is 
decreed,  then  they  get 
well. 

35.  Would  it  be  well  to  insist 

on  cleanliness,  like  the 
foreigners  or  not  ? 

36.  Oh,  that’s  all  right,  but 

one  can’t  fight  with 
fate,  is  a  saying  of  our 
Panjab. 

37 .  If  I  begin  to  read ,  there  are 

many  mistakes.  What’s 
the  reason  ? 

38.  You  don’t  know  the  lan¬ 

guage  and  your  tongue 
does  not  run  smoothly. 
Have  patience.  It  will 
run  some  day. 


33.  Asikoidawadar'Q.  panne 

S,  akkhia  saf  rakkhne 
a,  te  je  bauht  dukkh- 
dia  hon,  ta  kai  din 
hanere  kamre  wicc 
raihnne  a.  Etthe  tusl 
ki  karde  o  ? 

34.  Asi  ?  Kliair,  do  car  haf- 

te  kujjh  wi  nehi  karde, 
magarS  aman  na  awe 
ta  jo  kujjh  16k  dassde 
ni  sohi  karne  a.  Che- 
karla  ilaj  te  kise  pan- 
dfit  mal  wane  kol6  koi 
dhaga  tawit  leaunne 
a.  Kismat  howe  tt 
^air  ho  jandi  e. 

36.  Wilait  de  dastur  wahgtL 
safal  rakkhni  cahgl 
howegi  ke  nehi  ? 

36.  Khair.  mari  te  nehi,  par 

kismat  nal  larea  nehi 
janda,  Eh  sadde  Pan¬ 
jab  da  a^an  e. 

37.  Jad  parhn  laggna  ta  gal- 

tia  bauht  hundia  n§. 
Ki sababb  e  ? 

38.  B51i  j5  aje  nehi  aundi 

te  zaban  wi  nehi  turdi. 
Hausala  rakkho,  tur 
pawegi. 


Iktebbooativbs  and  Past  Transitives. 
Who  did  this  ? 

1  did  it,  sir. 


Eh  kamm  kis  kita  ? 
Janab,  mal  kita. 


fanjabi  grammar. 


206 


You  did  it  ? 

Yes  sir,  Shana  and  I  together 
did  it. 

Yes.youboysdidit.  Ithought 
it  was  done  by  boys. 

Who  did  that  ?  Did  those  boys 
and  girls  ? 

No,  this  boy  did  it. 

Who  gave  you  my  book  ? 

Your  boy  gave  it  to  me. 

Who  beat  my  boy  ? 

The  people  of  that  village  beat 
him. 

Who  gave  you  the  pice  ? 

My  mother  gave  me  two  pice. 
Who  gave  our  books  to  the 
boys. 

The  teacher  did. 

Who  gave  you  both  these, 
horses  ? 

The  Government  gave  one,  and 
my  brother  the  other. 

Lesson  XVIll. 

While  it  is  day,  I  must  work 
the  works  of  him  that  sent  me, 
for  the  night  cometh  when 
no  man  can  work.  While  I  am 
in  the  world,  I  am  the  light  of 
the  world. 


Tfi  kita  ? 

Ah5,  janab,  mal  te  Shahne 
ralke  kita. 

Hi  tusa  i  kita.  Mai  akhea 
wi  si  mundeS  ehkamm  kita. 
Oh  kamm  kinha  kita  ?  Oh- 
ni  mundet  kurii  kita  ? 
Nehl,  es  munde  kita. 

Meri  kitab  tenfi  kis  ditti  ? 
Tuhadde  munde  menft  ditti  ? 
Mere  munde  nfl  kinha 
marea  P 

Os  pind  dei  15ka  marea. 

Kis  tuhanfi  paise  ditte  ? 

Meri  mt  do  paise  ditte. 
Saddia  kitaba  mundei  nd  kis 
dittia. ? 

Munshi  dittis. 

Eh  dowe  ghore  tuhanfi  kinht 
ditte  ? 

Ikk  sarkar  ditta,  te  ikk  mere 
bhra  ditta. 

AthahrwU  Sabak. 

Jad  tal  din  e  zarur  e  pai 
mat  apne  Ghallanwale  de 
kamm  kart,  rat  aundi  e  jad 
koi  kamm  kar  nehi  sakda. 
Jad  tikar  mat  jagat  wico  i 
mat  jagat  da  oannan  i. 


Derived  Sentences. 


1.  What  is  the  light  of  this 

world  ? 

2.  The  sun  is  the  light  of 

this  world. 


1.  Es  jagat  da  canna9  ki 

e  P 

2.  Es  jagat  da  oannan  ditlb 

(stiraj)  e. 


206 


PANJABI  GRAMMAR. 


3.  What  did  the  Lord  say 
of  himself  ? 

4  I  am  the  light  of  the 
world . 

5.  What  sort  of  a  light  is 

he  ? 

6.  The  light  of  the  hearts 

of  men. 

7.  Do  all  men  like  the 

light  ? 

8.  No,  thieves,  robbers. 

murderers,  adulterers, 
all  desire  the  darkness. 

9.  What  did  Christ  say  of 

such  ? 

10.  He  said  that  these  people 

prefer  darkness  to  light. 

11.  What  is  the  reason  of 

this  ? 

12.  Because  their  works  are 

evil. 

13.  What  sort  of  people  de¬ 

sire  the  light  ? 

14.  Those  whose  works  are 

good. 

16.  When  do  men  work  ? 

16.  They  work  while  it  is 

day. 

1 7 .  Does  no  one  work  at 

night  ? 

18.  Yes,  but  still  they  need 

light. 

19.  What  do  you  use  at  night 

for  light  ? 


3.  Khudawand  apne  hakk 

wicc  ki  akhea  ? 

4.  6s  akhea,  mai  Jagat  da 

cannan  S. 

5.  Oh  kis  tarha  da  cannan 

e. 

6.  Bandei  de5  dilS  da. 

7.  Sare  bandea  nti  cannan 

cahga  laggda  e  ? 

8.  Nehl  ji,  cor,  dharwi, 

khuni,  zanahi,  sabbh 
hanera  cahnde  n§. 

9.  Ajehea  babat  Maslh  ki 

akhea  ? 

10.  Os  akhea,  Eh  16k  hanere 

nfi  cannan  nal8  waddh 
piar  karde  ni. 

11.  Es  gall  da  ki  sababb  e  ? 

12.  Ohnt  de  kamm  bure  jo 

hoe. 

13.  Kehojehe  16k  cannan 

cahnde  ne? 

14.  JihnS  de  kamm  nek  nS. 

15.  Bande  kad6  kamm  kar¬ 

de  n§  ? 

16.  Din  hondeS  kamm  kar¬ 

de  nS. 

17.  Rati  kamm  k6i  nehl 

karda  ? 

18.  Ah6,  par  tad  wi  Ohna 

nft  cannan  dl  16r  tS 
hai  i. 

19.  Tus!  rat  de  wele  cannan 

waste  ki  wartde  ho  P 


PANJABI  GRAMMAR. 


207 


20  We  use  lamps. 

21.  What  do  they  use  in 

Europe  ? 

22.  Oil,  gas  and  electric 

lights. 

23.  In  the  Panjab  some  burn 

mustard  oil, some  paraf¬ 
fin  ;  gas  and  electricity 
are  found  only  in  the 
cities. 

24.  Get  your  pens  and  ink 

and  do  a.  little  dicta¬ 
tion,  boys. 

25.  Do  not  hold  the  pen  that 

way,  my  son,  you  ought 
to  hold  it  thus. 

26.  Do  not  speak  so  slowly, 

speak  faster. 

27.  We  work  while  it  is  day. 

28.  Do  your  work  quickly, 

for  the  night  is  com¬ 
ing  and  you  will  not 
be  able  to  work. 

29.  What  did  Christ  mean  by 

this  “  night  ”  ? 

30.  This  night  means  death. 

31.  How  long  does  the  night 

last  ? 

32.  In  summer  six  or  seven 

hours,  and  in  winter, 
twelve  or  fourteen. 

33.  Why  does  the  night  pass 

away  ? 

34.  Because  the  sun  comes 

out  ? 


20.  Asi  battiS  wartne  3. 

21.  Wilait  wicc  ki  wartde 

n§  ? 

22.  Tel,  gais  te  bijli  diS  bat- 

tia. 

23.  Panjab  wicc  koi  kaura 

tel  balda  e,  koi  mitti 
da  tel;  gais  bijli 
khass  shahrS  wicc 
hundi  e. 

24.  Kalma  duatS  laike  thori 

bauht  ibarat  likkho, 
mundeo. 

25.  6s  tarhs  kalam  na  phar, 

puttar,  es  tarhs  phar- 
ni  cahidi  e. 

26.  Bddi  liauli  hauli  na 

bole  a  karo,  cheti 
chetl  bolea  karo. 

27.  J ad  tal  dioh  (din)  e,  asi 

kamm  karne  a. 

28.  Apo  apna  kamm  cheti 

karo,  rat  aundi  e  te 
tusi  kamm  na  kar 
sakoge. 

29.  Es  rat  th8  Masih  di  ki 

murad  si  ? 

30.  Es  rat  thQ  maut  murad 

si. 

31.  Rat  kinni  lammi  hon- 

di  e. 

32.  G-armi  wicc  che  satt 

ghainte,  te  sial  wicc 
bara  caudt  ghainto 
hondi  e. 

33.  Rat  mukkdi  kyfi  e  ? 

34.  Din  nikal  aunda  e. 


208 


PANJABI  GRAMMAR. 


35.  When  will  the  night  of 
death  pass  ? 

36  When  our  sun,  the  Lord 
Jesus,  returns. 

37.  When  will  he  come  ? 

38.  No  one  knows  exactly. 


You  must  come. 

He  must  write. 

The  girl  must  go  out. 

We  must  send  him  the  horses. 

You  must  certainly  tell  him 
to  come  here. 

They  must  go  there. 

You  must  talk  Panjabi. 

It  is  necessary  that  Panjabi  be 
spoken. 

The  munshi  ought  to  teach 
well. 

People  ought  to  praise  the 
Lord. 

The  pupils  must  learn  from  the 
teacher. 

The  boys  must  learn  from  the 
teacher. 

I  can  write  a  letter. 

Can  you  write  Gurmukkhi. 

No,  he  can  write  Gurmukkhi. 


35. 

Maut  di  jo  rat 
kad  mukkegi  ? 

e,  oh 

36. 

Jad  sadda  oannan, 

Khudawand 

mur  awega  ? 

Masih 

37. 

Oh  kadb  aweda  ? 

38. 

Es  gall  da  thik 

pata 

kise  nfl  nahl. 


Ability. 

Mera  jana  zarut  e,  or  zartir 
e  pai  mai  ja. 

Tera  auna  zartir  e,  zartir 
e  pai  tft  aw§. 

Ohda  likkhna  zartir  e,  oh 
zartir  likkhe. 

Kuri  da  nikalna  zartir  e, 
kuri  zartir  nikle.  [n§. 

Ohde  kol  ghore  ghallne  zartir 

Tusa  zartir  ohnfl  akhna  pai 
etthe  awe. 

Ohna  da  otthe  jana  zartir  e. 

Panjabi  bolni  zartir  je. 

Zarur  e  pai  Panjabi  boli  jae. 

Cahida  e  pai  munshi  cahgl 
tarha  parhae. 

Cahida  e  pai  loki  Babb  di 
wadeai  karn. 

Shagird  zartir  ustad  k6l8 
sikkhap. 

Zartir  e  pai  munde  munshi 
kdlS  sikkhan. 

Mai  citthi  likkh  sakna  w3. 

Ttl  Gurmukkhi  itkkh  sakna 
SP 

Neh!,  6h  Gurmukkhi  likkh 
sakda  we. 


Necessity,  Advisability, 

I  must  go. 


PANJABI  GRAMMAR. 


209 


We  can  write  English. 

Can  you  speak  Panjabi  ? 

Those  women  can  speak  Pan¬ 
jabi. 

Lesson  XIX. 

When  the  neighbours  of  the 
blind  man  asked  him  how 
his  eyes  were  opened,  he 
answered,  The  man  who  is 
called  Jesus  made  clay  and 
put  it  on  my  eyes  and  said, 
Go  to  Siloam  and  wash,  so  1 
wentand  washed  and,  having 
received  my  sight,  returned. 

Derived 

1.  Where  did  the  blind  man 

go  ?  To  Siloam. 

2.  What  was  Siloam  'i  A 

spring  of  water. 

3.  What  is  the  meaning  of 

Siloam  '<  Sent. 

4.  What  did  he  do  there  ? 

He  washed. 

5.  Why  did  he  do  this  ?  He 

was  told  to. 

6.  What  advantage  came 

from  obedience  ?  He 

received  sight. 

7.  Why  did  not  the  Lord 

heal  him  at  once  ? 

8.  Because  he  wished  to  see 

his  faith. 


Asi  Angrgzl  likkh  sakne  i. 

Tusl  Panjabi  b51  sakde  oP 

Oh  zananiS  Panjabi  b61 
sakdia  n§. 

UnnihwS  Sabak. 

JadS  annhe  deahpd  gawahnd 
puochan  laggg  pai  tSriS 
akkhiS  kis  tarht  khuliS, 
08  jawab  ditta  Jehra  banda 
Yesu  sadauda  e,  os  mitti 
guddhi  te  merit  akkhit,  te 
lep  karke  mend  akkliea,  Ja 
te  SiluSm  wicc  nha,  es 
karke  mal  jake  nha  lea, 
te  sujakha  hdke  aea. 

Sentences. 

1.  Annha  kitthe  gea  ? 
Siluam  gea. 

2.  Siluam  ki  si  ?  Pani  da 
ikk  cishma. 

3.  Siluam  da  ki  matlab  e  ? 
Ghallea  hoea. 

4.  Otthe  jake  os  ki  kita  ? 
Nha  lea. 

5.  £!h  kahnd  kita?  Ohnd 
hukm  si. 

6.  Es  nd  gall  mannan  da 
ki  faidahoea?  Suja¬ 
kha  ho  gea. 

7.  ^Ludawand  ose  wele 
ohnd  wall  kyd  na 
kita  ? 

8.  Es  karke  pai  oh  ohda 
iman  wekhna  cahnda 
si. 


14 


210 


PANJABI  GRAMMAR. 


9.  Did  the  blind  man  wish  to 
see  ?  That  is  why  he 
went. 

10.  How  did  he  anoint  his 

eyes  ? 

11.  He  spit  on  the  ground 

and  mixed  spittle  and 
clay. 

12.  What  day  was  it  when  he 

made  clay  ? 

13.  That  was  the  holy  day  of 

the  Jews,  Sabbath  they 
call  it. 

14.  Were  the  people  pleased 

or  sorry  at  the  healing 
of  the  blind  man  ? 

15.  The  Pharisees  were  ver}' 

much  displeased. 

16.  Why  were  they  dis¬ 

pleased  ? 

17.  According  to  their  tradi¬ 

tion,  healing  was  work, 
and  all  work  was  for¬ 
bidden  on  the  Sabbath. 

IS.  But  this  was  a  matter  for 
great  rejoicing,  that  one 
born  blind  had  received 
his  sight. 

19.  It  was,  indeed,  but  to  go 

against  custom  is  still 
more  vexatious  to  the 
people. 

20.  Were  people  so  bound  to 
custom  ? 

Werel  They  are  still  so 
here. 


0.  Oh  annha  sujakha  h5na 
cahnda  si  ?  Tadd3  i 
gea. 

10.  Kis  tarhi  ohdii  akkhlS 

te  lep  klta. 

11.  Jim!  te  thukkke,  mitt! 

thukk  nal  guddhi. 

12.  Kehra  war  si  jadS  Kh.u- 

dawand  mitt!  gud¬ 
dhi  P 

13.  Os  din  YahhdiS  da  pak 

din  si — Sabbat  ohnd 
ahnde  nS. 

14.  Annhe  de  wall  h6n  thS 

16ki  rinj  hoe  yH 
khush  ? 

16.  Paris!  t3  bauht  rinj  hoe. 

16.  Kehri  galle  rinj  hoe  ? 

17.  Ohni  di  rawait  wioo  ilaj 

kama  kamm  si,  te 
Sabbat  nd  kanun  kam 
da  hukm  neh!  si. 

18.  Par  eh  bari  khushi  di 

gall  si  pai  ikk  jaman- 
dhru  annha  sujakha 
hoea. 

19.  Hai  si,  par  dasthrS  de 

ult  calna  IdkS  nd 
waddh  bura  laggda 
we. 

20.  fidde  15k  dasthrS  d3 

mannanwale  sa^  ? 

21.  Sa^ !  Stthe  aje  wi  hai? 

nS. 


21. 


PANJABI  GRAMMAR. 


211 


22.  Indeed !  How  can  you 

say  that  ? 

23.  Well,  if  a  young  man 

wants  to  become  a 
Christian,  then  what 
do  people  say,  and  if 
he  begins  to  go  wrong 
what  do  the}'  say  ? 

24.  Yes,  because  he  is  giving 

up  the  customs  of  his 
forefathers. 

25.  What  is  this  boy’s  name  ? 

Phajju. 

26.  When  the  sun  comes  up, 

the  dark  night  goes 
away. 

27.  How  was  this  box  opened? 

28.  The  servants  opened  it  ? 

29.  Why  ?  Madam  made 

them  open  it. 

30.  How  was  that  door 

opened  ? 

31 .  I  took  the  key  and  opened 

it. 

32.  Why  did  you  open  it  ? 

33.  Because  the  master  made 

me.  * 

34.  What  do  you  do  when  you 

get  up  ? 

35.  Wash  m}'  hands  and 

face  and  put  on  my 
clothes. 

36.  What  do  you  do  with 

soiled  clothes  ? 

37.  We  get  the  washerman 

to  wash  them. 


22.  Hala  !  gall  tus!  kis 

tarhS,  ahnde  o  ? 

23.  ^kair,  koi  gabhrtl  Isai 

hon  lagge  tS  16ki  ki 
akkhange,  te  kdl  badl 
karn  lagge,  tS  ki 
akkhange  P 

24.  Aho,  peodadet  da  das- 

tur  jo  chaddan  lagga. 

26.  Es  munde  da  ki  na  we  ? 
Phajju. 

26.  Jad  din  nikalda  e  ti 

haneri  rat  cali  jandi 

e. 

27.  Sh  peti  kikS  khul  gai  ? 

28.  NaukarS  khol  ditti. 

29.  Kyft  ?  Memsahb  ohnS 

pasS  khulai  si. 

30.  Oh  buha  kis  tarha  laih 

gea  ? 

31.  Mai  kunji  laike  lah 

chaddea. 

32.  Lahea  kah  nft  sai?  {See 

Gram  p.  85  ) 

33.,  Sahb  jo  mere  pas8  lu- 
haea  si. 

34.  Wadde  wele  utthke  tusi 

ki  karde  honde  o  ? 

35.  Hatth  mfih  dhoke  kapre 

panna  wa.  (Orpanna 
hunna  wa.) 

36.  Maile  kaprea  n&  tusI  ki 

karde  honde  o  ? 

37.  Asi  chimbe  pasb  dhuwa 

lenne  a. 


212 


PANJABI  f^RAMMAU 


38.  What  do  you  give  for 

washing  ? 

39.  Eight  annas  or  a  rupee 

for  good  washing. 

40.  We  also  give  something 

for  starch  soap  and 

soap-nuts. 

Passives  and 

Open  the  door,  my  son. 

It  is  open,  uncle  (father). 

Open  your  mouth,  daughter. 

Is  the  school  opened  ? 

The  Mission  will  open  it  next 
year. 

You  people  requested  its 
opening. 

Whose  house  is  being  built  ? 

It  is  yours  (i.e.  it  is  mine). 

Well,  when  did  you  begin  to 
build  ? 

I  began  in  June — no,  Jul3^ 

How  did  this  house  fall  down  ? 

The  rain  must  have  knocked  it 
down. 

Not  the  rain,  men  threw  it 
down. 

How  was  your  hand  burnt  ? 

I  was  burning  rags  and  the 
dame  caught  it. 

Has  the  fuel  been  burnt  up  ? 

The  wood  is  burnt  up  and  now 
they  are  burning  dried  cow- 
dung. 

Light  the  fire,  bearer. 

It  is  burning,  sir. 


38.  Dhuai  kl  dende  honde 

o? 

39.  Dh§li  rupayya  cahgi 

dhuai  waste. 

40.  Kalaf,  sabun,  rStheS 

waste  wl  thora  bah|a 
denne  S. 

Transitives. 

Buha  lah,  puttar. 

Caeca,  lattha  hoea  e. 

MUh  khol,  dhlye. 

Madarsa  khul  gea  e  ? 

Mishan  agle  sal  kholegl. 

TusK  loka  kholan  lai  arji 
ditti. 

Kihda  ghar  banda  e  pea  ? 
Haztir  di  daulat  e  (or  Rabbdi). 
Haccha,  kadS  ban  an  lagge 
o? 

Mai  lagga  banan  har — na, 
sacc  e,  saun  wice. 

Eh  kdtha  kikan  <piattha  P 
Mih  nal  (^ai  gea  howSga. 

Mfh  (or  warkhe)  nal  neht — 
bandeS  <^a  suttea. 

Hatth  kikti  sar  gea  ? 

Maf  lirS  sarda  sS  pea,  te 
lamb  lag  gel. 

Ballan  bal  gea  e  P 
LakriS  bal  geiS  te  hun  gShe 
balde  n§  pae. 

Agg  bal,  baihrea. 

Bald!  e  pal,  janab. 


PANJABI  GRAMMAR. 


213 


Why  is  the  sack  here  ? 

I  put  it  there,  my  bo^^ 

“  Why  ?  ”  The  master  made 
me. 

I  cannot  kill  the  dog. 

I  cannot  go. 

You  cannot  do  this  work. 

Lesson  XX. 

The  Jews  did  not  believe  that 
the  blind  man  had  received 
his  sight,  until  they  called 
his  parents  and  asked  them  ; 
and  they  testified  that  he  was 
their  son  and  that  he  was 
born  blind. 

Derived 

1.  Why  did  the  Jews  not 

believe  that  the  man 

had  been  bom  blind  ? 

2.  Because  they  saw  that  he 

had  perfect  sight. 

3.  Did  they  make  any  inves¬ 

tigation  ? 

4.  Yes,  they  called  his 

parents  and  asked 

them. 

5.  Did  they  believe  them  ? 

6.  Yes,  they  could  not  con¬ 

tradict  them. 

7.  Why  did  they  not  wish  to 

believe  this  miracle  ? 


Bori  etthe  ksrQ  e  ? 

Mai  rakkhi  si,  puttar. 

“  Kyn  ?  ”  Malik  mere  k5l3 
ra^ai  si. 

Kuttamere  kolB  nehl  marida. 
MethS  neh!  jaida. 

TuhathS  eh  kamm  nehl 
honda. 

WthwS.  Sabak. 

Yahudia  nft  yakin  neh?  si 
aea  pai  Eh  annha  sujakha 
hoea,  jicar  ohde  mapeS 
nfi  saddke  na  pucchea,  te 
ohnS  gawahi  ditti.  Eh 
sadda  puttar  e  te  oh  jam- 
man  hi  thS  annha  si. 

Sentences. 

1.  YahtidiS  nft  yakin  kyS 

nehl  aea  pal  eh  annha 
jammea  ? 

2.  Es  karke  pai  ohnS  <Bttha 

pai  ohdia  akkhiS  bil- 
kull  thik  san. 

3.  Ohna  koi  takikat  kiti  P 

4.  Ah5,  ohde  mapet  nti 

saddke  pucchea. 

5.  OhnS  n{L  ohde  mab&p  di 

gall  da  yakin  aeSr  P 

6.  Ahd,  ohnS  di  gall  kis 

tarhS  na  mannde. 

7.  Es  karamat  da  yakin 

karn  wicc  ki  ohnS  nfi 
aukh  sip 


214 


PANJABI  QRAMMAR. 


8.  Because  they  were  hostile 

to  Jesus. 

9.  Why  were  they  so  hostile 

to  Him  ? 

10.  Because  he  did  not  keep 

their  tradition. 

11.  Why  did  the  Lord  not 

keep  their  tradition  ? 

12.  Because  it  was  contrary 

to  God’s  law. 

13.  Do  men  still  put  tradition 

above  God’s  law  ? 

14.  Often.  Many  a  man 

gives  tradition  the  first 
place  and  the  law  the 
second. 

15.  Thieves  say,  A  man  must 

live,  and  so  we  steal, 
although  God  says 
Thou  shalt  not  steal. 

10.  Why  do  men  believe 
things  ? 

17.  They  hear  from  others 

and  finally  believe. 

18.  Do  you  believe  things 

you  have  never  seen  ? 

19.  Certainly.  I  never  saw 

Ceylon.  I  believe 
that  there  is  such  a 
place. 


8.  Oh  Yesu  de  sa^t  wairi 

san. 

9.  Ohde  sa^t  wairi  kyfi 

san  ?  1 

10.  Es  karke  pai  oh  ohnt  di 

rawait  nfl  nehl  si 
mannda. 

11.  Khudawand  ohnS  di 

rawait  kyfl  nehl  si 
mannda  ? 

12.  Es  karke  pai  oh  rawait 

^tuda  di  shariat  de 
Wiilaf  si. 

13.  Aje  tikar  bande  rawait 

ntl  Khuda  di  shariat 
nal3  bauhta  mannde 
n§? 

14.  Zarur.  Bathere  bande 

rawait  nfl  paihll  te 
shariat  nfl  pioche 
sdcde  n§. 

15.  Cor  ahnde  ne,  DhidiBi  j5 

nal  lagga  hoea  e,  es 
karke  cori  karne  S, 
bhawl  Khuda  akhda 
e,  Cori  na  karni. 

16.  BandeS  nfl  gall  katth  da 

yakin  kis  tarhS  aunda  e? 

17.  DujjeS  de  kdlfl  sun  sunke 

yakin  aunda  e. 

18.  Jehria  gallt  tust  kadi 

nehl  (htthiS,  ohnS  da 
yakin  aunda  je  ? 

19.  Zarur,  bhawl  Lanka 

kadi  nehl  (htthi,  ohda 
yakin  hai  pai  Lanka 
hai  we. 


J’-ANJABI  GRAMMAK. 


215 


20.  Do  we  believe  ever\'  thing 

that  we  see  ? 

21.  No,  not  that  either. 

Sometimes  these  jug¬ 
glers  make  mangoes 
spring  up  before  us  and 
make  rupees,  still  we  do 
not  believe  that  they 
really  do  so. 

22.  Yes.  that’s  right.  If  we 

are  going  to  believe 
any  one,  we  must  know 
that  the  man  is  truth¬ 
ful  and  acquainted  with 
the  fact. 

23.  So  his  parents  knew  well 

that  thi.s  wa.s  their  son 
and  that  he  was  bom 
blind. 

24.  Did  they  know  how  his 

eyes  were  opened  ? 

25.  They  did  not  know  it 

themselves,  but  they 
believed  itthroughhear- 
ing  it  from  him  again 
and  again. 

2(i.  Did  they  say  they  knew  ? 

27.  No,  on  the  crntrarythev 

said,  we  do  not  know. 
Our  son  is  of  age. 
Ask  him.  He  will  tell 
you. 

28.  Why  did  they  say  so  ? 

For  fear  ? 


20.  Jehri  jehri  gall  wekhne 

a,  osda  sana  yakin  wi 
e? 

21.  Oh  wi  nehi.  Kadi  kadal 

eh  madari  saddia  ak- 
khia  agge  amb  ugande 
ni,  riipayye  paida 
karde  nS  ttmi  yakin 
nehi  aunda  pai  es 
tarha  honda  e, 

22.  Ahd  gall  thik  e,  jis  kise 

da  yakin  karna  howe 
zarur  e  pai  asi  janiye 
pai  oh  sacca  e  te  ape 
gall  da  wakif  e. 

23.  Te  ese  tarha  ehde  mape 

khiib  jande  san  pai 
eh  sadda  puttar  e  te 
annha  jammea. 

24.  Ohna  nfi  pata  hai  si  pai 

ohdia  akkhia  kis  tar¬ 
ha  khullia  ? 

25.  Un  te  pata  nehi  si,  par 

ohde  kol5  sun  sunke 
yakin  a  gea. 

26.  Ohna  akkhea,  Sauh  pata 

e? 

27.  Nehi,  sag5  akkhea,  Sana 

pata  nehi.  Puttar 
gabhru  e,  ohde  k6l5 
pucch  lao,  ape  jawab 
dega. 

28.  Es  tarha  kahna akkhea? 

Dar  de  mare  ? 


216 


PANJABI  GRAMMAR. 


29.  Yes,  they  said  in  their 

hearts,  We  fear  they 
will  put  us  out. 

30.  When  the  witness  of  the 

parents  was  heard, 
they  bore  testimony 
to  the  fact  that  the 
man  with  .sight  was 
their  son  and  that  he 
had  been  born  blind, 
and  no  one  was  able 
to  conlradict  them. 

31.  Tiie  teacher  who  wishes 

fo  teach  English  well 
will  himself  .speak  well, 
and  the  Panjabi  teach¬ 
er  will  do  the  same. 


29.  Aho,  Dil  wicc  ahnde  san, 

Mate  sanft  chek  chad- 
dan. 

30.  Jad  mapea  di  gawahi 

bhugtan  laggi  ohnS 
akhea,  eh  sujakha 
sadda  puttar  e  te  jam- 
mea  si  annha,  te  koi 
ehde  kbilaf  na  akh 
sakea. 

31.  Jehra  ustad  Ahgrezi 

cahgl  tarha  parhani 
cahe,  oh  ape  cangi 
Angrezi  bolega  te 
Panjabi  ustad  wi  ese 
tarha  karega. 


l.NTIl..  UP  TO.  ETC. 


Do  this  until  1  come. 

Write  away.  boys,  till  theteach- 
er  comes. 

The  .servant  sa<^  till  the  post 
came. 

.\s  long  as  money  keeps  coming 
in,  do  not  leave. 

W’e  stayed  till  th.e  people 
came. 

Whenever  you  get  news  from 
tiiere,  send  me  word. 

Whenever  1  go,  1  hear  this. 

Up  till  that  time  the  boy  said 
nothing. 

The  girl  was  there  till  1  left. 


Jicar  mai  na  awS,  ihoi  karea 
karo. 

Mundeo,  jicar  ustad  na  awe, 
likhde  raho. 

Jad  tori  dak  na  ai,  naukar 
baitha  reha. 

Jadd  tikar  rupae  aunde  raihn 
etthb  na  tur  jao. 

Jad  ta!  lok  na  ae  as!  5tthe 
rahe  s§. 

Jad  kade  tuhanfi.  otthS  khabar 
awe,  mend  suneht  ghallea 
karo. 

Jad  kade  janna  a,  ihoi  sun- 
nS. 

Os  wele  tai  munde  kujjh  wi 
na  akkhea. 

Mere  aun  tikar  kuri  otthe  si. 


FANJABI  GBAMMAB.. 


217 


They  all  sat  by  the  mare  till 
she  died. 

We  shall  stay  here  till  you  go  to 
church. 

He  had  not  come  3'^esterday. 

The  people  will  come  by  the 
day  after  tomorrow. 

He  was  well  up  to  two  or 
three  daj's  ago. 

I  came  thus  far  last  year. 

Ho  w  much  will  yon  be  able 
to  give  ? 

From  that  day  to  this  I 
watched  for  you. 

You  will  go  as  far  as  the  vil¬ 
lage,  won’t  you  ? 

He  went  to  the  city  with  me. 

He  died  yesterday. 

He  was  beaten  the  day  before 
yesterday. 

Some  one  had  him  beaten  the 
daj^  betore  that. 

Lesson  XXL 

Though  his  parents  said  these 
things  for  fear  of  the  Jews, 
the  son  did  not  fear,  but 
said,  This  is  a  wonderful 
thing  that  you  do  not  know' 
whence  this  man  is,  and  he 
hath  opened  my  eyes.  We 
people  know  that  God  does 
not  hear  sinners,  but  he 
hears  those  who  obey  him. 


Ghori  de  maran  tikar,  sare 
de  sare  kol  baithe  rahe. 

Tuhadde  girje  jan  tikar  as! 
etthe  rahtge. 

Kail  nehi  si  aea. 

Pars©  tari  16k  apparange. 

Parso  cauth  t6ri  cauga  bhala 
si. 

Agle  sal  mai  etthb  tai  aea. 

Kittho  tikar  de  sakode. 

6s  din  thb  laike  ajj  tikar  mat 
tnhand  ndikda  reha. 

Pind  tikar  ja5ge  na  ? 

Oh  shahr  tikar  mere  nal 
turea. 

Oh  kail  mar  gea. 

Oh  parsd  marea  gea. 

Oh  cauth  marwaea  gea. 

IkkihwS  iSabai:. 

BhawS  mabap  Yahudia  de 
dar  deS  mareS  eh  galls 
akkhia,  puttar  na  darea, 
sagb  akkhea.  Eh  ta  bari 
acarj  gall  e,  pai  tusS  loka 
nh  pata  nehi  pai  eh  banda 
kitthb  da  e,  te  6s  meria 
akkhia  kh61  dittia,  Sanfl 
16ks  nS  pata  e  pai  Khuda 
papiS  di  nehi  sunda,  par 
jehra  ohda  mannanwala  e, 
^,uda  ohdi  sunda  we. 
{See  Gram.  p.  38.) 


218 


PANJABI  GRAMMAR. 


Derived  Sentences. 


1 .  What  did  the  parents  say 

that  showed  they  were 
afraid  ? 

2.  They  said.  What  do  we 

know  of  the  opening 
of  his  eyes  ?  You  ask 
him.  He  will  tell  jmu 
himself. 

3.  Why  were  tiiey  so  afraid 

of  the  Jews  ? 

4.  They  had  agreed  that  if 

any  one  should  confess 
Jesus  as  the  Messiah, 
he  should  be  put  out  of 
fellow’ship. 

5.  Was  any  one’s  mouth  ever 

kept  shut  in  the  Panjab 
by  such  fear  as  this  ? 

6.  It  is  told  of  a  teacher 

that  his  neighbours 
said  to  him.  We’ll 
shut  you  up  in  a  room, 
if  you  don’t  give  up 
becoming  a  Christian. 
So  he  never  mentioned 
Christ’s  name  again. 

7 .  What  is  the  reason  of  this  ? 

8.  Christ  himself  says  it  is 

because  men  desire  to 
be  praised  by  men  and 
not  by  God. 

9.  As  the  Pharisees  said,  If 

he  confesses  Christ 
before  men  we  will  cast 


1.  Mapea  ki  gall  akkhi,  jis 

t6  malum  hoea  pal  eh 
darde  n§  ? 

2.  Ohna  akkhea,  ohdiS 

akkhiS  khullan  da 
sanfl  ki  pata  e?  Oh- 
de  kolS  tusi  pucch  lao. 
Oh  api  tuhanO.  dassega. 

3.  Yahudia  k61§  edde  kyii 

darde  san  ? 

4.  Ohna  eka  kita  si  pai 

jehra  Yesu  nfl  Masih 
karke  manne,  oh 
jamat  wiccS  chekea 
jawega. 

6.  Es  tarha  de  dar  nal,  kade 
Panjab  wicc  kise  da 
mflh  band  reha  ? 

6.  Kise  munshi  di  gall  e, 

pai  ohde  ahndi  ga- 
wahndi  ohnfi  akkhap 
lagge.  je  tfi  Isai  hSnS 
na  mur§,  tenfl  kdthe 
wicc  band  karlige, 
pher  Masih  da  nS  hi 
na  lea. 

7.  Eh  da  ki  sababb  e  P 

8.  Masih  api  ahnda  e  pai 

wajha  eh  we  pai  bande 
bandea  kdlS  wadeai 
oahnde  n§,  te  ^^uda 
pasS  nehl. 

9.  Jis  tarht  FarisiS  akkhea, 

6h  15kS  agge  Masih 
nd  manne  asl  ehnfi 


PANJABI  OEAMMAR. 


219 


him  out,  so  say  Hindus 
and  Moslems. 

10.  If  the  parents  fear  the 
Jews,  they  will  not  say 
anything. 

11  If  his  parents  confess 

Christ,  they  will  be  cast 
out. 

12.  People  cast  him  out, 

because  he  confessed 
that  Jesus  was  the 

Messiah. 

13.  If  fear  of  the  people  has 

filled  this  man's  heart, 
he  will  not  be  able  to 
bear  true  witness. 

14.  If  this  man  had  not  been 

blind,  there  would  not 
have  been  this  miracle. 

15.  Through  receiving  sight, 

the  blind  man  recog¬ 
nized  that  Jesus  was 
the  Saviour  of  the 
world. 

16.  The  testimony  of  the 

soldiers  about  Christ  is 
exactly  right.  No  man 
ever  spake  like  this 
man. 

17.  It  is  evident  that  in  the 

Panjab  man}'^  persons 
are  not  able  to  confess 
Christ  for  fear  of  men. 

18.  If  this  man’s  social  privi- 


chek  deage,  ese  tarhS 
Hindu.  Musalman  wi 
ahnde  n§. 

10.  Je  mape  YahudiS  k615 

darde  n§,  tS  kujjh  na 
akkhange. 

11.  Je  ehde  mape  Maslh  nu 

mannan,  tS  ohik 
jange. 

12.  Loka  es  waste  annhe  nft 

chekea,  pai  os  Yesu  nfi 
mannea  pai  oh  Maslh 

e. 

13.  Je  es  bande  de  dil  wicc 

loka  da  dar  baih  gea 
e,  oh  sacci  gawahi 
nehl  de  sakega. 

14.  Je  eh  banda  annha  na 

hunda,  ta  eh  karamat 
na  hondi. 

15.  Sujakha  hon  nal  6s 

annhe  jan  lea  pa! 
Yesu  sacci  mucci 
dunya  da  bacanwala 

e. 

16.  Maslh  dl  babat  sipahla 

dl  gawahi  barl  thlk 
e,  pai  ehde  wahgft 
kade  kise  gall  neh! 
kltl. 

17.  Saf  maltim  e,  pai  Pan¬ 

jab  wicc  lokfi  de 
dar  nal  bauht  bande 
Maslh  nd  neh!  mann 
sakde. 

18.  Je  ehda  hukka  panl 


220 


PANJABI  GRAMMAR. 


leges  were  taken  away 
he  would  not  fear. 

19.  If  he  said  this,  he  said 

it  because  the  girl  was 
afraid  of  her  parents. 

20.  If  they  said  this  they 

ought  to  be  cast  out. 

21.  If  you  are  afraid  of 

people,  know  that  they 
fear  you  too. 

22.  If  these  people  say  this, 

then  you  may  know 
that  they  are  blind. 

23.  If  sin  had  not  come  into 

the  world,  he  had  not 
been  born  blind. 

24.  If  \^e  confess  our  sins, 

Christ  will  mercifully 
and  justly  forgive. 

2o.  If  light  had  not  come  into 
the  world,  then  dark- 
ne.ss  had  not  been  re¬ 
vealed. 

26.  If  we  believe  God’s  mes¬ 

senger,  we  shall  not  be 
cast  out  of  heaven. 

27.  If  any  thirst,  said  Christ, 

let  him  come  to  me  and 
drink. 

28.  By  using  an  axe,  one 

cannot  teach  digging, 
so  if  one  uses  .English 
or  Urdu,  how  can  one 


band  howe  tS  wi  nehi 
darda. 

19.  Je  os  eh  gall  akkhi,  tS 

es  karke  akkhi,  pai 
kuri  mabap  k5lS 
dardi  si. 

20.  Je  ohnS  eh  gall  akkhi, 

ta  ohnS  nfi  chekna 
cahida  e. 

21.  Je  tusi  loka  kolS  darde  o 

ta  eh  jano  pai  loki  wi 
tuhathd  darde  ni. 

22.  Je  eh  lok  eh  galls  ahnde 

ni,  ta  eh  jano  pai  oh 
annhe  n§. 

23.  Je  pap  jagat  wicc  na 

aunda,  ta  eh  annha 
na  jammda. 

24.  Je  asi  apo  apne  papt, 

nS  manne  a,  tS  Masih 
rahm  karke  te  nii  nal 
ba^shega. 

26.  Je  16  jagat  wioc  na 
aundi,  ta  hanera  na 
japda. 

26.  Je  asl  Khuda  de  ghalle 

hoe  na  manniye,  tS 
bihishti  na  kaddhe 
jaige. 

27.  Masih  ahnda  e,  jS  kise 

nti  treh  lagge  mere 
k61  anke  pan!  pie. 

28.  Kuhara  wartan  na4  k6i 

puttan  da  kamm  kis 
tarhS  si^a  sakda  e, 
ese  tarhS  j6  k6i 


PANJABI  GRAMMAR. 


221 


teach  the  Panjabi 
tongue  ? 

29.  If  we  work  hard,  the 
language  will  come 
quickly. 

Lesson  XXII. 

So  a  second  time  they  called 
the  man  who  had  been  blind 
and  said  to  him,  give  the 
glory  to  God,  we  know  that 
this  man  is  a  sinner.  He 
therefore  answered,  whether 
he  is  a  sinner  or  not  I  know 
not,  one  thing  I  do  know — 
I  was  blind  and  now  I  see. 

Derived 

1.  What  one  thing  did  the 

man  know  ?  That  he 
could  see. 

2.  What  did  the  Pharisees 

think  they  knew  ?  That 
Jesus  was  a  sinner. 

3.  Why  did  they  think  him 

to  be  a  sinner  ?  Be¬ 
cause  he  had  made  clay 
on  the  Sabbath. 

4.  What  good  advice  did 

they  give  ?  Give  God 
the  glory. 

5.  Did  they  themselves  give 

God  the  glorj'^  ?  No, 
they  dishonoured  Him, 
because  they  would  not 
hear  His  messenger. 


Ahgrezi  yS  Urdu.  b61e» 
Panjabi  bblni  kiku 
si^a  sakda  e. 

29.  Je  koshat  kariye,  ta 
boli  jhabde  awegi. 

BahlivU  Sahak. 

Ohna  dujji  wari  os  jane  nS 
kuaea  jehra  paihle  annha 
si  te  ohna  akhea,  TCbxida 
di  wadeai  kar,  asi  janne  a 
pai  eh  jana  papi  e.  Par 
os  akhea  eh  menu  pata 
nehi  pai  eh  papi  e  ke  nehi, 
par  ikk  gall  da  menft  pata 
hai  we  pai  mai  ptiihla  annha 
sa,  te  hun  sujakha  wt. 

Sentences. 

1.  Kehri  gall  da  os  jane  nfi 

pata  si  ?  Pai  mal  su¬ 
jakha  wS. 

2.  Kehri  gall  da  Paris! 

ahnde  san  pai  sana 
pata  e?  Pai  Yesu. 
papi  e. 

3.  Ohnft  papi  kya  samjhde 

san  ?  Es  karke  pai 
6s  Sabbat  de  dihare 
mitti  goi  si. 

4.  Ohna  kehri  cahgi  salah 

ditti?  Khuda  di  wa¬ 
deai  karo. 

6.  Ohna  api  wi  Khuda  di 
wadeai  kiti?  Nehi, 
sago  ohdi  bijjti  kiti, 
kytijo  ohde  ghalle  hoe 
nd  nehi  mannea. 


222 


PANJABI  GRAMMAR. 


6.  Did  the  man  who  was 

blind  think  Jesus  was  a 
sinner?  No,  bethought 
he  was  a  prophet  and 
worships  God  and  walks 
according  to  His  will. 

7.  How  did  he  know  this  ? 

He  thought  it  must  be 
so,  because  his  eyes  had 
been  opened  by  him. 

8.  Was  his  conclusion  cor¬ 

rect  ?  Yes,  it  seems 
right. 

9.  Howcan  wetellthataman 

is  a  good  physician  ? 
If  he  heals  the  sick,  we 
say  he  is  a  good  physi¬ 
cian. 

10.  How  do  you  know  things  ? 

Some  things  our 
teachers  tell  us,  and 
others  we  learn  by  ex¬ 
perience. 

11.  How  did  this  man  know 

Jesus  was  a  prophet  ? 
From  the  miracle  which 
he  saw  he  knew  that 
Jesus  had  divine 
power, 

12.  We  all  ought  to  give  glory 

to  God,  for  He  himself 
is  our  Creator  and  Pre¬ 
server;  He  is  the  Al- 


6.  6s  annhe  da  wi  ihSi 

khial  si  pai  YesH  pa- 
pi  e  ?  Nehi,  ohda 
khial  si  pai  eh  nabi  e 
te  Khuda  nu  mannda 
e  te  ohdi  marzi  te 
calda  e. 

7.  Ohna  es  gall  da  kikkan 

pata  lagga  ?  OhnS  gs 
tarha  yakin  aea  pai 
6s  menft  sujakheS 
kita. 

8.  Eh  ohdi  dalil  thik  si? 

Thik  i  japdi  e. 

9.  Sana  kikkan  yakin  awe 

pai  koi  jana  cahga 
hakim  e?  Je  male 
hoe  na  wall  kare  tS 
as!  ahnne  S  pai  Oh 
cahga  siana  e. 

10.  Tuhanfi  un  gallS  da  kis 

tarhi  pata  laggda  e? 
Kai  te  sadde  ustad 
sanS  dassde  nl,  te 
kaiS  da  apfl  wekh 
wekhke  pata  lagg 
janda  e. 

11.  £ls  jane  nO.  kitthS  pata 

lagga  pai  Yesu  nabi 
e?  Akkh!  ditthi  kar- 
amat  th8  janda  si 
pai  ehde  wice  Klinda 
di  takat  e. 

12.  Sand  sareS  nti  oabida  e 

pal  ]^ada  di  wadeai 
kariye,  kyiijO  6h  sad- 
da  Faida  karnwa}a  te 


PANJABI  GRAMMAR. 


223 


mighty,  Omniscient 
God. 

13.  All  men  are  sinners,  there¬ 

fore  we  are  sinners  and 
need  a  Saviour. 

14.  This  man  was  blind,  then 

his  eyes  were  opened  by 
Jesus,  therefore  Jesus 
must  be  from  God. 

15.  I  know  that  I  was  blind 

and  that  I  now  see, 
therefore  I  cannot  be¬ 
lieve  that  Jesus  was,  as 
you  say,  a  sinner. 

16.  Whether  this  man  was 

born  blind  or  not  I 
cannot  tell,  but  he  is 
honest  and  intelligent, 
therefore  ask  him  him¬ 
self. 

17.  The  doctor  has  come,  so 

you  can  go  and  show 
him  your  tooth  your¬ 
self. 

18.  This  is  the  second  time 

that  I  have  been  ill, 
so  I  want  you  to  call  a 
good  physician. 

19.  When  I  called  them  they 

answered,  they  can 
certainly  hear. 

20.  If  you  can’t  say  a  word  or 

sentence  right  at  first. 


Parwardigar  e,  sari 
takat  ose  di  e  te  oh 
sabbho  kujjh  janda  e. 

13.  Sare  jane  gunah  karde 

ne,  es  waste  asl  wi 
papi  a,  te  sarea  nfi 
Bacanwale  di  lor  e. 

14.  Eh  banda  annha  si,  te 

Yesu  ohnft  sujakheS 
kita,  so  Yesu  wi 
Hiuda  walls  aea  ho- 
weda. 

15.  Mai  janna  wS  pai  mal 

paihla  annha  st  te 
hun  sujakha  wS,  6s 
waste  mai  tuhaddi 
gall  nehl  mann  sakda 
pai  Yesu  papi  e. 

16.  Eh  menfl  pata  nehi  pai 

eh  Jana  jamandhr'a 
annha  si  ke  nehi,  par 
oh  bhalamanas  e  te 
siana,  ose  nft  puooh 
lao. 

17.  Dakdar  aea  e,  tusi  jake 

apfi  ohnS  hanu  wi- 
^ao. 

18.  Eh  hun  dujji  wari  mal 

mal  ghatta,  tusi  k6i 
siapa  hakim  saddo. 

19.  JadS  mai  ohni  nfi  kuaea 

oh  bol  pae,  sunai  te 
ohnS  nfi  denda  e. 

20.  Je  tusi  paund  satte  koi 

gall  ya  fikra  thlk  na 


224 


PANJABI  GBAMMAK, 


do  not  stop  trying,  but 
try  and  try  ragain.  and 
keeponsaying  it.  Yes, 
say  it  100  times  a  day. 
for  a  month  or  two  and 
you  will  learn  it  per¬ 
fectly. 

21.  How  do  cliiliiien  Icain  to 

talk  ?  By  first  hearing 
and  saying  over  a  sen¬ 
tence  hundreds  and 
perhaps  thousands  of 
times,  until  they  can 
speak  fluently. 

22.  He  who  teaches  Panjabi 

aright  speaks  Panjabi 
while  he  teaches. 

23.  We  cannot  learn  Panjabi 

by  translating. 

Lesmn  XXlll. 

Since  the  world  began  it  was 
never  heard  that  any  one 
opened  the  eyes  of  a  man 
born  blind.  If  this  man  were 
not  from  God  he  could  do 
nothing. 


akh  sako  tawi  na 
chaddo,  koshish  karde 
raho  te  akhde  i  raho, 
bhawl  mahine  do  ti- 
kar  sau  sau  wari  di- 
hari  akhna  pawe. 
Chekre  tuhand  pura 
thik  aweda. 

21.  Ahane  kikai'g  bolna 

sikhde  nS  ?  Paihle 
sun  lende  ne,  te  mag- 
arS  sau  sau,  hazar 
hazar  weri  akhde  jan- 
de  ni,  orak  nd  oh 
suahre  bol  sakde  n§. 

22.  Jehra  Panjabi  thIk  par- 

hae  api  parhandi 
wari  Panjabi  bolega. 

23.  Tarjuma  kar  karke  asl 

Panjabi  nehi  sikkh 
sakde. 

TrehlwU.  Sabak. 

Jad5  di  dunya  baui  kade  kise 
eh  nehl  sunea  pal  jaman- 
dhru  annhe  nfl  kise  suja- 
khea  kita.  Je  eh  Jana 
Khuda  wallo  na  hunda 
kujjh  wi  na  kar  sakda. 


Derived  Sentences. 


1.  The  Pharisees  did  not  be¬ 

lieve  that  he  had  been 
blind  until  they  had 
called  his  parents. 

2.  They  bore  witness  as  soon 

as  they  came  that  he 
had  been  blind. 


1.  FarisiS  eh  nehi  si  man- 

aea  pai  eh  palhlS 
annhasi  jadtikar  ohnS 
ohde  mapei  nS  na 
kuaea. 

2.  Ohnaaundea  sar  i  agwa- 

hl  ditti  pal  @h  paihle 
annha  si. 


PANJABI  GRAMMAR. 


226 


Since  he  washed  in  the 
pool  he  has  been  able 
to  see. 

4  When  the  man  who  was 
once  blind  contradicted 
the  religious  leaders 
and  said  that  Jesus 
must  be  from  God, 
they  cost  him  out. 

After  he  had  been  cast  out 
Jesus  told  him  who  his 
Healer  was — the  Son  of 
God. 

1.  How  are  ue  to  know  that 
a  man  is  from  God 
unless  from  his  words 
and  works. 

7.  If  we  begin  a  thing  we 
ought  to  finish  it,  then 
we  shall  become  able 
to  do  things  well. 

>,  Did  you  hear  that  our 
house  was  broken  open 
last  night  after  we  had 
gone  to  bed  ? 

It  The  rain  began  to  fall  as 
I  was  coming  home. 

10.  When  we  see  a  priest  or 
any  religious  teacher 
teaching  hi.s  followers 
what  all  other  men 
know  to  be  false,  how 
can  we  believe  him  to 


3.  JadQ  dS  5h  hauz  wicc 

nhata  5h  wekh  sakda 
e. 

4.  JadOsbande  jehrapaihle 

annlia  si  waddea  dl  gal 
m5ri  te  akhea  pai 
Yesu  zarur  Bliuda 
walls  howega,  ohnS 
ohnS  chek  chaddea. 

5.  Jad  Oh  chek  ghatta  si 

Yesu  ohnu  dass  ditta 
pai  Oh  kaun  e  jis  tenft 
wall  kita,  oh  iniuda, 
da  Puttar  e. 

6.  Kise  diS  gallS  te  kamma 

de  sua  hor  kikan  sanii 
pata  lagg  sakda  e  pai 
eh  nabi  e. 

7.  Je  asi  koi  kamm  karn 

lagg  pawiye  san3 
cahida  e  pai  mukaiye, 
tale  sand  banake 
kamm  karn  dl  jac 
awegi. 

8.  TusS  sunea  e  pai  ajj  rati 

sutti  band!  sadde 
ghar  sannh  laggl  si  P 

9.  JadS  mal  apne  ghar  laga 

aunda  sS  kaniS  laih 
paia. 

10.  Je  asi  kise  malwane  yt 
parOhat  nd  ajehiigallS 
celea  nd  sikhandeS 
wekhiye  jihnS  da 
sarel  nd  pata  e  pai 
jhuthii  n§,  tl  sand 


15 


226 


I’ANJABI  GRAMMAR 


be  ;i.  prophet  from 
God  ? 

1  .  Most  religions  agree  on 
what  men  ought  to  do, 
(I  tell  thee,  we  can 
thus,  distinguish  be¬ 
tween  the  true  and  the 
false)  religion  which 
enables  men  to  do 
right  ? 

12.  When  men  shut  their 
eyes  that  they  see  not 
truth,  we  then  know 
that  in  them  is  some 
sin,  which  they  do  not 
leave,  for,  if  a  man  keeps 
doing  what  he  knows 
to  be  sin,  he  cannot 
find  the  truth.  Christ 
said — Men  love  dark¬ 
ness  rather  than  light 
because  their  deeds  are 
evil. 


13.  Whenever  he  calls  I 
will  come,  and  wher¬ 
ever  he  sends  me  I  will 
go,  and  whatever  he 
bids  me  do,  so  long  as 
I  live,  I  will  do  it. 


14.  Since  English-speaking 


kikar  yakin  awe  pai 
ohjana  Khuda  wallSe? 

11.  Karib  karib  sare  mazhab 

es  gall  wicc  ral  jande 
ni  pai  bande  nfi  ki 
karna  cahida  e,  jhuthe 
sacce  da  te  asi  ain 
nikhera  kar  sakne  S 
pai  kehra  mazhab 
bandei  nfi  nek  kamm 
karn  di  takat  denda  e. 

12.  Jad  bande  akkhit  mit 

lende  ne  pai  saceai  nh 
na  wekkhan  ta  samjh 
lao  pai  ohn§  wicc  koi 
gunah  e  jThna  5h  nehl 
chaddde,  kySjb  je  k6i 
banda  ajeha  kamm 
karda  rawhe  jihda 
ohnS  pata  e  pai  eh 
gunah  e,  ta  oh  saceai 
nS  nehi  labbh  sakda. 
Masih  akhea  si  Bande 
es  karke  hanere  nu 
cannan  nalO  waddh 
cahnde  ng  pai  ohna  de 
kamm  bhaire  ni. 

13.  Jad  kadi  Oh  menu  kuae 

mal  awE  karSga,  te 
jitthe  kite  mentl  ghalle 
mal  btthhe  jawi  kart- 
ga,  te  jd  kujjh  dh  me¬ 
nd  akhe,  jicar  tikar 
jitlnda  rahlga  tlhOI 
karda  rahlga.  {8ee 
Gram.  p.  69.) 

14.  Jadd  tS  A9grg8ldan  us- 


PANJABI  GBAMMAR 


227 


teachers  have  begun  to 
teach  us  Panjabi,  few 
of  us  have  learned  it 
well. 

15.  Whj'^  ?  Because  they 
talk  English  so  much 
that  they  learn  Eng¬ 
lish  from  us  although 
we  pay  them  to  teach 
us  Panjabi. 

Ifi.  If  we  wish  to  learn  any 
language  whether  from 
the  literary  side  or 
from  the  colloquial,  we 
must  talk  it.  If  we  are 
studying  the  literary 
language,  the  teacher 
should  not  talk  the 
colloquial,  and  if  we 
are  learning  the  collo¬ 
quial  ,  he  should  not  talk 
the  literary,  otherwise 
we  shall  never  learn 
correctly. 

Lesson  XXIV. 

Permissives  an 

From  that  time  the  Governor 
sought  to  release  him.  but 
the  Jews  cried  out  saying, 

If  thou  let  this  man  go,  thou 
art  not  Caesar’s  friend,  for 
every  one  that  maketh  him¬ 
self  a  king  is  an  enemy  of 
Caesar. 

Derived 

1 .  From  that  day  the  Gov 


tad  santi  Panjabi  si- 
^an  lagge  n§  saddo 
wiccS  banht  thoreS 
cahgi  tarht  si^i  e. 

15.  Ki  wajha  e  ?  Oh  saddle 

nal  inni  AhgrSzi  bolde 
n§  pal  oh  sadde  k61& 
Ahgrezi  sikh  lende  ni, 
te  asl  ohnt  nfi  Panjabi 
parhan  waste  paise 
denne  a. 

16.  Je  sand  kol  boll  sikkhan 

di  cah  e,  bhaw§  kita- 
bi,  bhaw§  bol  cal  di, 
cahida  e  pai  asl  boliye. 
Je  asl  kitabi  boli  pae 
sikhne  a,  ustad  b51  cal 
diS  gallt  na  kare,  te 
je  asl  b51  cal  dit  galls 
pae  sikhne  I,  oh  kitabi 
galls  na  kare,  neh!  te 
asi  kadi  wi  nehi  sik- 
khtge. 


CawhiwU.  Sahak. 

V  Rki-lexives. 

Os  wakat  tb  hakim  ohnd 
chaddna  cahnda  si,  par 
Yahudi  ucci  ditti  akkhan 
lagge  pai  je  td  ehnd  chadd 
dl  td  Kaisar  da  sajjan 
nehi,  jehra  koi  apne  ap  nu 
badshah  bananda  e  Kaisar 
da  wairi  e. 

Sentences. 

1.  6s  din  t&  hakim  dil 


22.^ 


PANJABI  GBAMMAE 


ernor  said  to  himself,  I 
will  let  this  man  go, 
for  he  is  not  guilty. 

2.  Whoever  maketh  himself 
great  shall  be  made  low. 

i).  1  am  making  myself  a 

chair. 

4,  The  Jews  did  not  Jet  him 
relea.se  Jesus,  for  they 
had  agreed  to  have  him 
put  to  death  on  the 
cross. 

o.  This  man  make.s  friends 
with  everybody. 

<i.  Know  thy  own  heart  and 
thus  thou  shalt  know 
all  men. 

/.  <1  udas  1  scariot,  the  betray¬ 
er  of  his  Lord,  hanged 
himself. 

iS  Let  it  stay  tliere,  it  makes 
no  difference. 

!>.  Never  mind,  it  does  not 
matter. 

10.  Never  mind,  it’s  of  no 

consequence. 

11.  The  children  will  not  let 

me  do  ni}'  work. 

12  The  rain  will  not  let  us 
go  out. 

L‘L  .Muhammadans  do  not 
allow  their  women  to 
go  out  of  the  house. 


wicc  akkhan  laga 

mal  ehnti  chadd  deS, 
•  •  * 

ohda  te  k&i  kastlr 
nehl. 

2.  JO  k5i  apne  ap  nfl  wad- 

del  bananda  e  ntwa 
klta  jaega. 

3.  Mai  apne  jOgi  kursl  pea 

bananna  wa. 

4.  Yahtidla  oLnfi  Maslh 

nd  chaddan  na  ditta 
kyujO  ohnS  ape  wicc 
salah  klti  si  pai  asl 
ehna  salib  utte  carh- 
waSge. 

5.  Eh  jana  te  sarel  nal 

piar  pa  lenda  e. 

6.  Apne  dil  da  pata  kar, 

te  ts  tenfi  sarel  ban- 
del  da  pata  laggega. 

7.  Yahuda  Iskariuti  jis 

apne  Malik  nS  phar- 
wa  ditta  ap&  phah 
laike  mar  gea. 

8.  Otthe  I  raihn  de,  kOi  dar 

nehl 

9.  Jan  deO  kOI  parwah 

nehl 

10.  Oh  jane,  gall  I  kOI  neh!. 

11.  Eh  anane  menfl  kaintn 

neh!  karn  dSnde. 

12.  Kanll  sanfl  banne  neh! 

jan  dOndli. 

IS.  Musalmftn  janSniS  nii 
gharS  banne  neh! 
dSnde. 


PANJABI  OBAMMAK. 


229 


14  I^t  him  abuse  me,  what 
harm  is  it  to  me  ? 

15.  My  eyes  won’t  let  me 

read. 

16.  Father  did  not  let  me 

go  to  school  when  I 
was  small. 

17.  The  lady  will  not  let  such 

a  deceitful  man  as  you 
be  her  servant. 

18.  The  noise  will  not  let  the 

baby  sleep. 

19.  I  let  the  boys  in  just 

as  he  did. 

20.  Sir,  a  man  has  come  to  see 

you.  Well,  let  him  in. 

2 1 .  Let  him  take  it  (come,  go, 

give,  throw,  eat,  drink). 

22.  She  would  not  let  them 

sing,  (speak,  read, 
write). 

23.  I  will  get  down  myself. 

24.  They  themselves  spoke 

against  the  king. 

26.  The  Jews  spoke  against 
Caesar  himself. 

26.  He  hurt  himself  with  a 

knife. 

27.  The  house  is  by  itself 

near  the  road. 

28.  I  did  not  let  the  child  go. 


14.  MenS  bhawg  oh  pea  gal 
kad(^e,  mera  ki  wi- 
garda  e  ? 

16.  Merit  akkhia  mend 
parhn  nehi  dendit. 

16.  Jad  mai  nikka  honda 

sa,  caeca  mend  skhle 
nehl  si  jan  denda 
honda. 

17.  Memsahb  tere  jehephare- 

bi  admi  nd  naukar  nehl 
rakkhan  lagge. 

18.  Baule  da  sadka  bacoe  nd 

nindar  nehf  paindi. 

19.  Mammi  ohde  wahgar 

mundet  nd  andar 
aun  ditta. 

20.  Hazur,  ikk  banda  tuha- 

nd  miln  aea  e.  Hala, 
aun  de  su. 

21.  Lellain  de  su  (aun,  jan, 

de  den,  sattan,  khan, 
pin). 

22.  Oh  ohna  nd  gaun  (b51- 

lan,  parhn,  likkhan) 
nel^  si  dendi. 

23.  Mat  ape  utar  jaaga. 

24.  Oh  api  badshah  di  nin- 

dia  karde  san. 

26.  Yahtidia  khud  Kaisar  di 

nindia  kiti. 

20.  Ohnd  apne  k6l6  oakku 
lagg  baitha. 

27.  Ghar  kalla  nawekle  tht 

sarak  de  kandhe  we. 

28.  Mai  te  nehi  jatak  nd  jan 


230 


PANJABI  GRAMMAR. 


He  went  to  the  city 
himself. 

29.  Let  me  alone.  Don’t 
bother  me. 

oO.  Do  not  give  yourself  so 
much  trouble  for  me. 

31.  You  gave  yourselves  too 

much  trouble  for  us. 

32.  Thou  saidst  that  God  was 

such  an  one  as  thyself. 

33.  He  came  to  his  own,  and 

they  received  him  not. 

34.  Do  to  others  as  you  wish 

that  they  should  do  to 

you . 

3f(.  I  went  myself  and  he 
himself  came  to  receive 
me  at  the  door. 

30  Can  any  one  by  himself 
learn  Panjabi?  Perhaps 
one  might  learn  to  read 
and  translate  and  to 
•speak  a  little,  but  one 
could  not  learn  to  un¬ 
derstand  it,  and  prob¬ 
ably  nobody  would 
understand  one  when 
one  spoke. 


ditta,  6h  ape  shahr  tur 
gea. 

29.  Chadd  wi,menfi  na  sata. 

30.  Mere  waste  inni  taklif 

na  kar. 

31.  TusS  saddi  khatar  bari 

waddh  taklif  kiti. 

32.  Tfi  akhea  pai  Khuda 

mere  wangar  e. 

33.  Oh  apnea  lOks  kol  aea, 

te  ohna  ohnfi  nehl  si 
kabulea. 

34.  HOrnS  nal  ose  tarhS 

warto  jis  tarha  tusl 
cahnde  o  pal  oh  tu- 
hadde  nal  wartan. 

35.  Mai  api  gea  sa,  te  6h  apl 

buhe  tari  menfi  miln 

£t@9>a 

36.  Koi  ape  Panjabi  sikkh 

sakda  e  ?  Shait  k6i 
parhni  ya  maihne  kar- 
ne  sikkh  sake,  te 
kujjh  kujjh  b61  wi 
sake,  par  oh  gallS 
nehl  koi  samjhan  lag- 
ga,  te  je  galia  kare 
agla  wi  nehl  samjhan 
lagga. 


Lesson  XXV.  Panjhttva  Sahak. 

Doubt  and  Continuance. 

He  will  have  gone  somewhere  Oh  kitale  shikar  kheddan 
to  hunt,  as  he  is  a  god  he  gea  hSweda,  deota,  jo  hoea,. 

will  be  asleep,  and  you  will  kite  sutta  pea  hOweda. 

have  to  awaken  him.  tuhantl  jagana  paweda. 


PANJABI  QEAMMAE. 


231 


Deeived  Sentences. 


1 .  It  must  be  going  to  rain, 

1. 

Mere  bhane  ^aure  mih 

1  think,  for  the  salt  is 

wassan  wala  e,  lun  te 

damp  and  the  air,  too, 

sill  ghstta  we,  te  wa 

feels  moist. 

wiec  wi  sejjal  japdi  e. 

2.  Shemustbe  corainghome, 

2. 

Hun  ghar  aundi  hSwegi, 

for  it  is  five  o’clock. 

panj  wajj  gae  ni. 

.3.  They  must  have  been  in 

3. 

Oh  bari  muslbat  wicc 

great  trouble. 

phas  gae  honge. 

4.  They  must  be  in  greater 

4. 

Ajj  kail  nal6  wi  ohnS 

trouble  to-day  than 

nft  waddh  taklif  h6- 

yesterday. 

wedi. 

7).  It  must  be  true. 

5. 

Zarur  sacc  howega. 

n  ft  must  have  been  rain¬ 

6. 

PaharS  te  kitale  mlh 

ing  somewhere  on  the 

pea  howega,  ajj  thand 

mountains,  for  it  is 
cooler  to-<lay. 

kujjh  waddh  e. 

7.  They  must  have  gone  to 
the  city  ye.sterday. 

7. 

Kail  shahr  gae  hOnge. 

8.  They  must  be  eating 

8. 

Hun  tukkar  pae  khande 

dinner  now. 

honge. 

He  must  have  studied 

9. 

Bari  mehnat  kitl  hOsu- 

liard  to  pass  so  easily. 

gi,  tai  edda  cahga 
pas  hoea. 

1(1.  He  must  be  studying 

10. 

Es  sal  oh  par  nal5 

harder  this  year  than 

waddh  mehnat  karda 

last. 

howega. 

1 1 .  I  must  have  given  it  to 
him. 

11. 

Mai  ohnft  ditta  hSwega  . 

12.  1  must  have  seen  the 

12. 

Mai  ghSra  wekh  lea 

horse,  I  do  not  remem¬ 

howeda,  thauh  nehi 

ber. 

reha. 

i::.  The  man  must  be  dead 

13. 

Hun  tikar  te  mar  gea 

before  this. 

howega. 

1  4.  Tliere  must  be  hundreds. 

14. 

Kai  sau,  sagb  kai  hazar. 

yes  thousands,  dying  of 

bhukkhe  marde  honge. 

hunger,  for  the  famine 

aitki  kai  bura  dahda 

has  been  very  severe 
this  year. 

pea  e. 

232 


PANJABI  OBAHMAB. 


15.  Keep  on  talking  and  you 

will  learn  to  speak  the 
language. 

16.  Keep  on  working  until  I 

come  back. 

17.  Is  she  eating  ?  Yes,  she 

keeps  on  eating  the 
whole  time. 

18.  Is  he  still  drinking  ?  He 

is  always  drinking. 

19.  The  teacher  forbade  him, 

but  he  kept  on  singing. 

20.  Though  I  forbade  him  he 

goes  on  drinking  liquor. 

21 .  Perhaps  I  sliall  go,  I  am 

not  sure. 

22.  Then  he  must  have  gone 

just  now,  I  saw  him  here 
not  five  minutes  ago. 

23.  Possibly  it  will  rain  to- 

day,  one  cannot  say  for 
certain. 

24.  He  will  come  at  once  if 

you  wish. 

25.  It  keeps  on  raining  in 

some  places  for  weeks 
and  week.s. 

26.  He  will  never  learn 

Panjabi,  because  he 
doesn’t  talk  it,  but 
keeps  on  reading  it  day 
after  day. 

27.  She  will  learn  Panjabi 
quickly  for  she  reads 
only  an  hour  or  two 


16.  TusI  bdlde  raho,  te  b61i 
sikkh  laoge. 

16.  Mere  part  aun  tikar 

kamm  karde  raho. 

17.  Oh  khandl  e  pai  ?  Ah6, 

Oh  te  har  wele  i  khan- 
di  raihndl  e. 

18.  Oh  aje  pinda  e  pea  ? 

Oh  te  pinda  1  raihnda 
e. 

19.  Ustad  te  ohnfi  thakea 

par  Oh  gaunda  i  reha. 

20.  Mai  bhawS  ohnS  mOrea, 

par  Oh  sharab  pinda 
i  raihnda  e. 

21.  Shaft  l^aurejaSga,  pak- 

ka  pata  nehi. 

22.  Tl  te  hune  gea  hOwega, 

mai  aje  ohnd  htme 
etthe  (pttha  si. 

23.  Shaft  ajj  kaniS  pafngii, 

thik  nehf  akhea  jan- 
da. 

24.  Je  cahO  jhat  pat  awOga. 

26.  BajI  thai  kai  hafteS  tOri 
mih  wassda  raihnda 
e. 

26.  Ohnfi  nehi  kadi  Panjabi 

aun  laggi,  kyOjO  gallS 
nehi  karda,  bas  din! 
rati  parhda  i  raihnda  e. 

27.  Oh  Panjabi  cheti  sikkh- 

egi,  nire  ikk  dO  ghainte 
parhdi  e  te  gallS 


PANJABI  GBAMMAB. 


233 


every  day  and  spends 
much  time  in  talking. 

28.  Keep  on,  like  children, 

reading  the  things  you 
already  know. 

29.  Do  not  expect  to  read 

readily  words  which 
you  have  never  heard. 

Lesson  XXVI 


bahlia  kardi  raihncli 

e. 

28.  BaoceS  bar  uhoi  galla 

parhde  raho  .jehriS 
agge  aundiS  n§. 

29.  Jehre  lafs  kade  sune 

nehi,  oh  te  nehl  n  a 
shitabi  parh  sakoge. 

ChahhihwU  Sabak. 


Ability. 


As  the  branch  can  not  bear 
fruit  except  it  abide  in  the 
vine,  so  also  ye,  if  ye  sepa¬ 
rate  from  me,  shall  remain 
fruitless,  for  apart  from  me 
ye  can  do  nothing. 


Da^  di  tahni  nfi  phal  neh! 
lagg  sakda  je  bu.te  de  nal 
na  rawhe,  ese  tarha  tusi 
wi  apphai  rahOde  je  methS 
wakkh  h6  jao,  methbwakkh 
tusI  kujjh  nehl  kar  sakde. 


Derived  Sentences. 


1.  How  can  these  things  be  ? 

How  can  a  man  be  born 
when  he  is  old  ? 

2.  If  Thou  wilt,  Thou  canst 

make  me  whole 

3.  Ye  shall  seek  me  (or  you 

will  try)  but  ye  shall 
not  be  able  to  find  me. 

4.  Are  ye  able  to  drink  of 

(bear)  the  cup  that  I  am 
about  to  drink  of  (to 
bear)  ? 

6.  They  cast  the  net  and 
now  they  were  not 
able  to  draw  it  for  the 
multitude  of  fishes. 

6.  Let  every  man  give  as  he 

is  able. 

7.  Our  God  is  able  to  deli¬ 

ver  us. 


1.  Sh  galllb  kikan  ho  sakdia 

ni  P  Jad  adml  bud^a 
h6  gea  e  6h  pher  kikan 
jamm  sakda  e  ? 

2.  Je  td  oah§  tfi  men^  wall 

kar  sakna  §. 

3.  KOshish  te  karOge  par 

menfi  nehl  labbh  sak- 
6ge. 

4.  Tusi  6h  jhall  sakdge  JO 

kujjh  mai  jhallap  lagga 
wg? 

6.  Jal  sutt  ditto  ne,  phOr 
bauhtig  maoohig  da 
sadka  khicoan  na  hoea. 
(See  Gram.  p.  115.) 

6.  Sare  jane,  jikan  kise  nft 

sare,  dep  karn. 

7.  Sadda  Babb  sand  ohuda 

sakda  we. 


234 


PANJABI  GEAMMAE. 


8.  No  man  is  able  to  pluck 

8. 

Mere  Bap  de  hatth  wic- 

them  out  of  my 

c8  k6i  ohni  n&  khSli 

Father’s  hand. 

nehl  sakda. 

9.  No  man  was  able  to 

9. 

Ohnfi  kOi  na  jawab  d§ 

answer  him. 

sakea. 

10.  I  besought  Thy  disciples 

10. 

Mai  teres  celea  agge 

to  cast  out  the  demon 

tarle  kite  pal  palit 

but  they  could  not. 

rnh  nfi  kaddh  den, 
par  ohnS  k0l8  nehl 
kaddhea  gea. 

11.  I  am  not  able  to  do  this 

11. 

Mere  k616  eh  kamm 

work,  for  I  have  been 

nehl  honda,  mal  mal- 

ill. 

ea  reha  w5. 

12.  Can  John  lift  that  heavy 

12. 

Jhanda  mere  wate  6h 

stone  and  put  it  yonder 

■wadda  watta  cukkke 

for  me  ? 

parha  dhar  sakda  e  P 

13.  He  was  not  able  to  go, 

13. 

Ohde  k6l8  jan  nehl  hoea. 

so  I  did  not  go  either. 

mal  wi  nehl  gea. 

14.  I  cannot  come  to-morrow 

14. 

Bhalke  mera  nehl  ann 

for  I  have  to  go  to 

hOn  lagga,  mal  KujrS- 

Gujranwala. 

ale  jana  e. 

16.  I  cannot  give  each  of  the 

16. 

JaneS  nS.  mal  anna  anna 

men  an  anna,  for  I  have 

nehl  de  sakda,  mere 

no  change. 

k61  bhanghar  nehl. 

16.  If  each  is  able  to  do  his 

16. 

Je  jana  jana  apna  apna 

own  work,  then  all 

kamm  kar  sake,  tS 

together  will  be  able 

sare  c6kha  kamm 

to  do  a  lot  of  work. 

mukange. 

17.  If  possible  get  these  books 

17. 

Je  ho  sake  eh  kitaba 

for  eight  annas  each. 

dheli  dheli  tS  leawl. 

18.  Give  each  of  the  servants 

18. 

Ikk  ikk  naukar  nil  thSri 

a  small  tip. 

th5ri  bakshish  deho. 

19.  I  could  not  speak  Panjabi 

19. 

Jis  wele  mai  etthe  aea 

when  I  came  here,  but 

men&  Panjabi  nehl  si 

now  I  can  use  it  a 

aundi,  hun  thOri  thori 

little. 

bol  sakna  wt. 

20  We  can  learn  to  speak 

20. 

Jinni  tuhanfl  Panjabi 

fANJABI  GBAMMAB. 


235 


English  much  better 
than  you  can  learn  to 
speak  Panjabi.  Why 
is  it  ? 

2 1 .  Because  you  cannot  hear 

your  own  mistakes,  but 
you  hear  ours. 

22.  Do  we  not  speak  English 

well  1  Only  a  few  of 
you  do. 

23.  Can  he  inform  me  ? 

24.  How  can  you  know  it  ? 

2o  Is  it  possible  ?  No,  it  is 
impossible. 

26.  It  is  not  po.ssihle  to  do 

this. 

27.  Can  he  write  ? 

28.  Can  the  child  walk  j^et  ? 

29.  Lord,  evermore  give  us 

this  bread. 

30.  Ye  have  seen  Me  and  do 

not  believe. 

Less>j,i  XXV 11. 


aundl  e,  odft  sanfl 
Ahgrezi  waddh  aundi 
e,  ki  sababb  e  ? 

21.  Sababb  eh  we  pai  tusi 

apnit  galtis  nehl  ma¬ 
lum  kar  sakde,  par 
saddia  da  pata  lagg 
janda  e. 

22.  Asi  Angrezi  haechi  tar- 

hs  nal  nehl  bolde  ? 
Koi  koi  wall  bolda  e. 

23.  Oh  menu  dass  sakda  e. 

24.  Tuhanft  kikara  pata 

lagg  sakda  e  ? 

25.  Eh  ho  sakda  e?  Nehl 

ho  sakda. 

26.  Eh  kamm  kise  kol5  nehl 

hon  lagga. 

27.  Oh  likkh  sakda  e  ? 

28.  Anana  aje  tur  sakda  e  ? 

29.  ^udawanda,sanuham- 

esha  eh  r5ti  deh. 

30.  Tusa  menu  wekh  lea  e, 

te  pher  wi  nehi  mann- 
de. 

SatahtwU  Sabak. 


Prepositions. 


John  testified  concerning  him 
and  cried  sa3dng.  This  is 
He  of  whom  I  spake  saying. 
He  that  came  after  me  is  be¬ 
come  before  me,  for  He  was 
before  me. 


Yuhanna  ohdi  guahi  ditti  te 
ucci  ditti  akhea,  Eh  ohi  e 
jihdi  babat  mai  akhea  si 
pai  jehra  mere  picche  aea 
methb  agge  ho  gea  e,  kyfljo 
oh  metho  paihla  si. 


Derived  Sentences. 

1.  Thou  shah  understand  1.  Edfi  picchS  tfi  samjhgga. 
after  this. 


I’ANJABI  OEAMMAE. 


2m 


2.  But  all  these  things  will 
they  do  to  you  for  my 
sake. 

d.  They  hated  me  without 
a  cause. 

4.  Ye  have  been  with  me 

from  the  beginning. 

5.  No  one  is  righteous  before 

God. 

6.  They  were  with  Jesus, 

when  he  went  to  the 
wedding. 

7.  He  was  outside  the  house. 

8.  They  believed  on  him. 

t).  "In  the  name  of  God 
the  most  merciful  and 
compassionate”  is  what 
the  Muslim  says  when 
he  begins  any  work. 

10.  In  jmur  midst  is  one  of 

whom  1  spoke. 

11.  All  things  were  made  by 

God  and  w’ithout  him 
was  nothing  made. 

12.  There  was  a  man  sent 

from  God  whose  name 
was  John. 

Id.  He  came  to  testify  to  the 
light,  that  all  men 
might  believe  because 
of  him. 

14.  He  was  the  true  light 
which  lighteth  every 
man  in  the  world. 

16.  He  was  in  the  world  and 
the  world  was  made  by 
him. 


2.  Oh  tuhadde  nal  mert- 

sadka  eh  saltik  (or  eb 
sabbho  kuijh)  karnge. 

3.  Ohna  awe  mere  nal 

wair  rakkhea. 

4.  Tusi  mua(Hi6  mere  nal 

raihe  o. 

5.  Ehuda.  agge  koi  nek 

nehi  e. 

6.  Oh  Yeau  nal  san  ,iad  oh 

jane  (or  wiah)  gea  si. 

7.  Oh  gharo  banne  si. 

8.  Ohna  olide  te  iman 

leanda. 

9.  Jad  Musalman  koi  kamm 

shurh  karda  e  oh 
ahnda  e  “  Bismillahi 
rrahmani  rrahim.” 

10.  Jih  di  mai  gall  kiti  si  oh 

tuhadde  wicce  i  e. 

11.  Saris  ciza  Khuda  i  bana- 

ia  te  ohde  bajhS  koi 
ciz  nehi  bani. 

12.  Ikk  Khuda  da  ghallea 

hoea  jana  si  jihda  na 
Yuhanna  si. 

13.  Oh  cannan  di  guahi  den 

aea  si  pai  sare  ohde 
sadka  iman  leaun. 

14.  Sacca  cannan  uh5i  e 

jehra  dunya  de  sarea 
janet  n3  10  denda  e. 

15.  Oh  dunya  wicc  si  te 

dunya  os  th§  paida 
hoL 


PANJABI  GRAMMAR. 


237 


And  He  was  made  flesh 
and  dwelt  among  us. 

The  Law  was  given  by 
Moses,  but  grace  and 
truth  came  by  Jesus 
Christ. 

What  sayest  thou  of  thy¬ 
self,  that  we  may  give 
an  answer  to  them  that 
•^ent  us  ? 

Tills  occurred  in  a  city 
beyond  Jordan,  where 
John  was  baptising. 

On  the  nextday  John  saw 
.Jesus  coming  tow'ards 
him  and  said — Behold 
the  Lamb  of  God  that 
taketh  awaj'  the  sin  of 
the  world. 

I  knew  Him  not,  but  that 
He  should  be  revealed 
to  Israel,  for  thi.s  cause 
I  came  baptising  with 
water. 

On  the  morrow  John  was 
again  standing  with  two 
of  his  di.sciples. 

They  saw  where  he  was 
staying  and  remained 
with  him  that  day. 

It  was  about  noon  when 
he  came. 

It  was  Andrew,  brother  of 
Peter  and  one  of  the 
twelve. 


16.  Oh  deh  dhari  h5k.e  sadde 

wico  raihnda  si. 

17.  Shariat  te  Mtisa  wallS 

ditti  gal  si,  par  fazl  te 
saceai  Yesu  Masih  di 
rahl  ai. 

18.  tS.  apni  babat  ki  a^na 

i,  pai  asi  apnea  ghal- 
lanwalea  nu  jawab 
deiye. 

19.  Eh  Yardanb  par  kise 

shahr  wicc  hoea  si 
jitthe  Yuhanna  baptis- 
ma  denda  si. 

20.  Duj:e  dihaye  Yuhanna 

Yesu  nu  apiye  kol 
aundeS  dittha  te 
akhea  wekkho  Eabb 
da  Leila  jehra  dunya 
da  gun  ah  cukkke  lai 
janda  e. 

21.  Mai  ehnfi  nehl  si  paeha- 

ta  par  es  wato  pani 
nal  baptisma  denda 
aea  pai  Israil  nft  Oh- 
da  pata  lagge. 

22.  Dujje  din  Yuhanna  pher 

apneS  celeS  wiccO  dfih 
de  nal  khlota  hoea  si. 

23.  OhnS  dittha  si  pai  Eh 

kitthe  raihnda  e  te 
oddin  ohde  kol  rahe. 

24.  Oh  dopaihra  de  nere 

trere  aea. 

26.  Oh  Andrias  si  jehra 
Patras  da  bhra  si  te 
bahra  wicco  ikk  si. 


238 


PANJABI  GRAMMAR. 


26.  He  came  to  the  city  and 

said  to  his  brother — 
Come  at  once. 

27.  He  went  to  him  and 

walked  about  with  him. 

28.  He  went  to  the  door  and 

going  round  the  house 
ascended  on  to  the  roof. 

29.  In  what  direction  did  he 

go  ?  Look,  there  he  is 
standing  below. 

30.  The  man  was  like  me,  but 

he  does  not  work  like 
me. 

31.  We  were  five,  counting 

him,  and  we  went  as 
far  as  the  banyan  tree 
and  returned. 

32  He  took  it  from  below 
the  table,  put  it  on  the 
table,  and  then  threw  it 
into  the  basket. 

33.  He  went  all  round  the 

house,  then  lay  down  in 
front 

34.  Through  fear  she  did  not 

come  in  time. 

35.  For  joy  he  began  to  laugh 

at  the  very  moment  of 
arrival. 

Lesson  XXV III. 

He  that  entereth  not  by  the 
gate  but  climbeth  up  some 
other  way,  he  is  a  thief  and 
robber. 


26.  Oh  shahr  ake  apne  bhra 

nfi  akkhan  lagga  pai 
jhat  pat  a  ja. 

27.  Ohde  kol  jake  ohde  nal 

phirda  reha. 

28.  Oh  buhe  tikar  gea  te 

ghar  de  duale  phirke 
kothe  te  carh  gea. 

29.  Kehri  sehd  gea  si  ?  Ab 

wekhS  thalle  khlota 
hoea  e. 

30.  Jana  te  mere  har  i  si, 

par  kamm  mere  wah- 
gar  nehl  karda. 

31.  Ohde  sane  panj  jane  sS 

asi,  bohr  sidhS  jake 
part  ae. 

32.  Mez  de  hethS  cukkke 

ohnft  utte  rakkh  lea 
su,  te  pher  tokri  wicc 
sattea  su. 

33.  Kothi  de  car  cufere 

bhauke  sahmne  1am- 
ma  pai  reha. 

34.  Dar  di  mari  wele  sir 

nehl  ai. 

35.  Oh  khushl  de  mareS, 

aundeS  sar  i  hassan 
daih  pea.  {See  Cram, 
p.  38.) 

AthalnioE  Sabak. 

Jehra  buhe  rah  na  ware. 
sagS  kise  hori  rah  oarh 
awe  5h  c5r  te  daku  honda 

e. 


PANJABI  GRAMMAR. 


239 


Derived  Sentences. 


1 .  On  the  second  day  there 

was  a  wedding  in  Cana 
and  Jesus’  mother  was 
there. 

2.  And  they  invited  Jesus 

and  his  disciples  also 
to  the  wedding. 

3.  Six  water  jars  were  placed 

there  after  the  custom 
of  the  Jews. 

4.  Fill  them  with  water  to 

the  brim. 

5.  After  thistheycameto  the 

ciW  and  stayed  there 
not  many  days. 

6.  Jesus  made  a  scourge  of 

cords  and  drove  the 
crowd  out  of  the  temple. 
7  Then  remembered  they 
what  was  written.  The 
zeal  of  thy  house  shall 
eat  me  up. 

8-  When  he  was  in  Jerusalem 
at  the  feast  many  be¬ 
lieved  on  his  name. 

9.  Verih’,  verily  I  say  unto 
thee — we  tell  what  we 
know  and  testify  what 
we  have  seen. 

10.  God  sent  his  Son  into  the 
world  that  the  world 
might  be  saved  by  him. 

M.  No  man  can  receive  any¬ 
thing  unless  help  be 


1.  Agle  din  Kana  wicc 

wiah  si  te  Yesu  di 
mS  6tthe  si. 

2.  Te  Yesti  na  te  obdet 

celeS  nfl  wi  wiah  te 
saddea  sane. 

3.  Yahudia  di  rit  mtijab 

ch5  matt  otthe  rakkhe 
hoe  san. 

4.  Kandhea  tikar  ohna  nh 

bhar  deho. 

5.  EdO.  picche  oh  shahr 

ake  kujjh  din  rahe. 

6.  Yesu  rasseS  de  koCe 

banake  loka  nft  hai- 
kal  wiccS  kaddh  ditta. 

7.  Tad  ohnS  nh  eh  likhi 

hoi  gall  yad  ai  pai 
tere  ghar  da  menfi, 
bara  josh  aweda. 

8.  Jad  oh  ’Id  wele  Yarusha- 

lemwicc  si  cokheaohde 
te  iman  leanda. 

9.  Mai  tenh  sacc  saco  akli- 

na  wa  pai  asi  ohi  gall 
dassne  S  jihdi  sanfl 
khabar  e,  te  ose  di 
agwahi  denne  S  jehri 
akkhi  ditthi  e. 

10.  KUmda  es  wate  apne 

Puttar  nfi  dunya  wicc 
ghallea  pai  dunya  nfi 
ohdi  rah!  najat  mile. 

11.  Edi  jana  kise  gall  nfi 

neh!  kabul  sakda 


PANJABI  OEASIMAR 


24(.> 

given  him  of  God. 

12  Ye  yourselves  bear  me 
witne.^s  that  I  said  I 
am  not  tlie  Christ  but 
r  am  sent  before  him. 

i  Whoevao’  believeth  on  the 
Son  hath  life,  but  he 
that  belie veiii  not  on 
the  Son  .shall  not  .see 
life,  but  the  wrath  of 
God  a,bldef  h  on  him. 

-1  The  Jews  said  to  him  that 
was  cured,  it  is  not 
lawful  for  thee  to  caiT3 
thy  bed  to-day. 

Por  this  cause  the  Jews 
.sought  the  more  to  kill 
in  in.  because  he  not 
only  broke  the  Sabbath 
hut  also  said  that  God 
was  his  Father,  making 
himself  equal  with  God 

'  The  sheep  hear  his  voice 
and  hecalleth  his  sheep 
by  name,  and  goeth 
liefore  them  and  they 
follow  him,  for  they 
know  lii.s  voice. 

What  do  you  say  afiout 
vour.s'elf  ^ 


.iad  tdri  Kliuda  wall6 
ohna  madat  na  mile. 

12.  TusI  apS  guahl  de 

sakde  o  pai  mai  ak- 
hea  pai  mal  Masih 
nehl,  sag5  ohde  agge 
ghallea  hoea  wa. 

13.  Jehra  Putter  utte  iman 

leaunda  e  jiunda  e, 
par  jehra  Puttar  te 
iman  na  leawe  6h 
zindagi  nS  wekhega 
wi  nehlj  sag8  ohde 
ta  Hiuda  da  kahr 
rawhega. 

14.  Yahtidia  ohnS  akhea 

jehra  wall  kita  gea  si 
pai  ajj  manji  kharan 
da  hnkm  nehl. 

15.  Es  karke  YahudiS  hor 

wi  ohnh  mar  suttan 
di  kosht  kiti  pai  Os 
Sabbat  nfi  wi  nehl 
mannoa,  te  A  p  n  e 
A  p  n  S  ]^uda  da 
Puttar  a^ke  Khuda, 
de  barobar  ban  baithS. 

16.  Bheda  ohdi  waz  sundlS 
n§  te  oh  apnil  bhe<^ 
nfi  nS  laike  kuanda 
6j  te  ohnS  de  agge 
turda  e,  te  5h  ohde 
magar  magar  turdiS 
nl,  kyojo  ohdi  waz 
nft  pachandiS  nS. 

Ta  apni  babat  ki  ahnna 
SP 


17. 


PAN.IAMl 

!  Thry  filled  twelve  baskets 
witli  tlip  fragments 
whieli  remained  over 
after  eating. 

Id  Slie  seeth  the  .'tone  taken 


awa 

y  from 

the  grave. 

If  an\ 

’  one  ki 

nocketh  the 

doo; 

■  shall  b 

le  opened 

Never 

man 

spake  like 

thi.' 

man. 

Whoever  6rst 

uent  down 

into 

the 

water  was 

healed  of  wl 

aatever  dis- 

ease 

be  ])ad. 

There 

was  a 

man  there 

who 

had  b 

eeri  ill  for 

00 

years. 

•Jesus  saw 

liitii 

lying 

and  knew 

that 

he  had 

bf'fm  ill  for 

a  Ion 

g  time. 

1  have 

no  one 

to  put  me 

into 

the  pooi  whe)) 

♦  he 

water 

is  moved, 

but 

while  1 

am  com¬ 

jug  ) 

inotlur 

en',  ers  in 

befon*  me. 

25.  He  wen(  to  the  field  by 

wa\'  of  the  well. 

26.  He  has  ijeeii  here  since 

3  o’clocdv. 

27.  Tlie  Lord  performedmany 

miracles  on  the  sick. 

2.S.  This  is  without  a  cause. 
2d.  He  told  me  about  you 
yesterda  \  u  hen  we  were 
among  the  tree';. 

1(! 


RAM.',] 

241 

18. 

Ohea  tukkar 

k  na|  jr  hre 

khane  to 

bac  rihe 

san  bara  tokrit  bhar 

dittia. 

19. 

Os  patthar 

nu  kabro 

hatea  hoea  ditHia. 

20.  Je  koi  kharkae  baha 

lahea  jaSga. 

21.  Es  jane  liar  kade  kise 

gall  nehl  kiti. 

22.  Jehra  pani  wicc  paililS 

warda  si  6h  apni 
bamari  t6  wall  ho 
janda  si  bhawl  kehri 
bamari  hondi  si. 

23.  Otthe  ikk  .jana  si  jehra 

athattia  warhea  t§ 
bamar  si,  Yesu  ohnQ 
pea  hoea  wckbke  jan 
lea  pai  eh  cokhe  cir 
da  manda  pea  e. 

24.  More  kol  koi  nehl  jehra 

menfi  hauz  wicc  ware 
jadpani  halaea  jae. par 
jyou  jyoa  aunna  wa 
(or  mere  auudet  aun- 
de3i)  koi  hor  metho 
paihla  war  janda  o. 

25.  Oh  khuli  de  uttS  di  paili 

wicc  gea. 

26.  Oh  trai  waje  da  etthe 

we. 

27.  Khudawand  bamarS  lai 

baria  karamata  kitia 

28.  Eh  bilkull  be  wajah  e. 

29.  Os  more  nal  kail  tuhaddi 

ga.ll  kiti  si  jad  asl 
rukkha  wicc  sSa. 


242 


PANJABI  GRAMMAR. 


30.  The  well  is  near  the  city. 
Lesson  XXIX. 

They  slipped  out  one  by  one  be¬ 
ginning  with  the  oldest  even 
unto  the  youngest. 


30.  Khuh  shahr  de  nere 
we. 

UnatliliwU  Sabak. 

Oh  wadde  t8  laike  nikke 
tikar  ikk  ikk  karke  khisk 
gae. 


1. 

2. 

3. 

4. 

5. 

6. 


8. 

9. 

10. 


11. 

12. 

13. 


Derived  Sentences 


Do  not  go  without  me. 

1. 

Menfl  chaddke  na  ja. 

In  your  very  midst  is  a 

2. 

Tuhadde  wicce  1  ikk 

thief  and  a  robber. 

cor  te  daku  we. 

That  is  under  the  table 

3. 

Oh  tuhadde  k51  mez  de 

near  you. 

thalle  we. 

We  came  for  his  sake. 

4. 

Asi  ohdi  kl:atar  ae. 

Great  trouble  came  upon 
him. 

5. 

Ohde  utte  bari  bala  ai. 

The  well  is  before  the 

6. 

Khuh  wadde  phatak  de 

large  gate. 

sahmne  we. 

Behind  the  gate,  near  the 

7. 

Philtak  de  picche  masit 

Mosque,  is  a  little 

de  kol  ikk  nikka 

house. 

k5tha  e. 

I  will  go  up  to  the  gate 

8. 

Mai  buhe  sidha  tere  nal 

with  you,  but  not  be¬ 

jaaga  par  parha  neh! 

yond  that. 

jaaga. 

Besides  these  three  girls 

9. 

EhnS  triuh  kuria  de  sua 

I  have  two  boys  also. 

mere  do  munde  wi  nl. 

Some  time  after  dinner 

10. 

Mai  roti  khake  kise 

I  shall  come  for  him 

wele  ohnU  laiii 

and  play  behind  the 

awaga  te  ohde  nal 

house  with  him. 

ghar  de  picohe  khed- 
dtga. 

Instead  of  this  chair, 

11. 

Es  kursi  de  thS  menu 

bring  me  another. 

ikk  hor  lea  de. 

He  was  downstairs,  sitting 

12. 

Oh  hetha  bhune  baitha 

on  the  floor. 

hoea  si. 

He  looks  like  a  donkey 

13. 

Kh5te  warga  japda  e 

and  fights  like  a  lion. 

par  sher  wahgar  lar- 
da  e. 

PANJABI  GRAMMAR. 


243 


14.  I  wrote  this  book  with  a 
reed  pen. 

16  He  struck  him  with  his 
sword. 

16.  He  came  in  the  morning 

twilight  and  said  to  him 
peace  to  you. 

17.  He  said,  said  he,  I  shall 

come  on  such  a  day  of 
such  a  month. 

18.  A  clever  boy  is  better 

than  an  ignorant  old 
man. 

19.  I  did  all  I  could  to  stop 

him. 

20.  He  went  away  from  home 

with  money  in  his 
pocket. 

21.  Five  times  three  are 

fifteen. 

22.  I  have  not  seen  him  this 

month. 

23.  I  did  not  see  him  until 

to-day. 

24.  He  threw  a  stone  against 

the  house. 

25.  There  is  a  tree  in  the  city 

street  which  is  larger 
than  this  one. 

26.  According  to  your  wish  I 

will  go  with  him  to  the 
wedding. 

27.  Why  does  he  rise  before 

me  and  stand  in  front 
of  me,  when  I  ought  to 
be  before  him  for  I  am 


14.  Eh  kitab  mal  dgsi  ka- 

1am  nal  likhi  si. 

15.  6s  talwar  nal  ohnh 

marea. 

16.  6s  jhusmusre  ake  ohnfi 

salam  alaikum  akkhi. 

17.  68  akhea  si  akhe  mal 

fulane  mahine  di 
fulani  tarik  awSga. 

18.  Siyana  munda  jaihl 

budhre  nalo  cahga  e. 

19.  Mai  te  apne  wallo  ohnti 

dakkan  (moran)  wate 
sabbho  kujjh  kita. 

20.  6h  rupae  bojhe  pake 

gharS  tur  pea. 

21.  Panju  trlye  pandrS. 

22.  Es  mahine  mai  ohnfi 

nehl  dittha. 

23.  Mai  ajj  t6  paihle  ohnfi 

nehl  wekhea. 

24.  6s  ghar  nfl  watt  a 

marea. 

25.  Shahr  di  gali  wiec  ikk 

buta  we  jehra  edfi 
wadda  e. 

26.  Teri  marzi  mujab  mal 

ohde  nal  jane  jaaga. 

27.  6h  kyfi  methO  paihle 

utthke  mere  agge 
khl5nda  e,  jad  menfi 
ohde  agge  hopa  oahi- 


244 


PANJABI  GRAMMA  P.. 


above  him  in  rank. 

28  This  chair  is  made  of 

wood,  that  one  of  iron. 

29  In  his  hands  he  held  a 

small  bird. 

?i0.  Within  the  house  an  old 
man  sat  weeping,  while 
outside  the  house  the 
children  were  walking 
and  running  and  play¬ 
ing. 

31.  There  was  a  division 

among  the  Muham¬ 
madans  on  his  account. 

32.  What  do  men  say  about 

me  ?  There  was  a 
great  crow'd  round  him. 

33.  He  is  at  home. 

34.  He  was  at  the  post-office 

3'esterday, 

35.  Do  not  be  angry  with  me. 

36.  Judge  not  according  to 

appearance,  but  judge 
righteous  judgment. 

Lesson  XXX. 

From  that  time  many  of  his 
disciples  turned  back  and 
walked  no  more  wdth  him. 
He  said  to  the  twelve,  Have 
not  I  chosen  you  tw'elve  and 
one  of  you  is  a  devil. 


da  e,  mera  darja  jo 
ohdo  naio  waddh  e. 

28.  Eh  lakkar  di  kursi  e  te 

oh  lohe  dl  e. 

29.  Hattha  wicc  6s  nikka 

jeha  janaur  pharea 
hoea  si. 

30.  Ghar  wicc  buddha  ron- 

da  baitha  hoea  si,  te 
banne  anane  turde 
phirde  te  bhajjde 
khedde  san. 

31.  Ohde  .sadka  Musalma- 

na  wicc  phutt  pai  gei 
si.  (See  Gram.  p.  303.) 

32.  Meri  babat  ki  ahnde 

nl  ?  Oh  de  duale 
bara  mulkh  si. 

33.  Oh  ghare  we. 

34.  Kail  oh  dak-khane  si. 

36.  Mere  nal  rinj  na  howi. 
36.  Wikhawe  picche  faisla 
na  karl,  sacca  insaf 
karl. 

TnhwU  Sabak. 

Odft  agge  ohdeS  celeS  wiccS 
bahle  pishs  mur  gae  te 
ohde  nal  jana  chadd  ditta. 
Os  bahra  nft  akhea  pai 
Mai  tuhanu  bahrS  nfl  nehl 
cunea  ?  te  tuhadde  wiccS 
ikk  shatan  e. 


Derived  Sentences. 

1.  For  God’s  sake  have  1.  Rabb  de  waste  mere  ajaz 
mercy  on  poor  me,  and  te  rahm  karo  te  mal 


PANJABI  GRAMMAR. 


246 


without  his  help,  I  will 
provide  money  suitable 
to  thy  rank. 

2.  I  put  the  purse  in  your 

charge.  Where  is  it  ? 

3.  For  fear  of  the  storm  he 

ran  quickly  home. 

4.  In  spite  of  his  promise  he 

went  by  way  of  the 
river. 

6.  I  heard  this  from  Mr. 
Smith. 

6.  I  looked  into  her  face  and 

said,  There  is  a  God. 

7.  Let  us  run  up  and  down 

the  bank  as  fast  as  we 
,  can. 

8.  He  alone  came  secretly. 

The  rest  came  openly. 

9.  My  brothers  alone  sent 

them  money. 

1  d.  He  lifted  up  his  eyes 
toward  heaven  and  said 
Father,  I  thank  thee 
that  thou  heardest  me. 

11.  He  spoke  Panjabi  like 

a  Panjabi. 

12.  Then  said  some  of  the 

people  of  Jerusalem, 
Lo,  he  speaketh  openly. 


ohdi  madato  bin  a 
tuhanQ  onne  rupayye 
deSga  jinne  tuhadde 
jehe  darjewale  nfj 
cahide  n§. 

2.  Mai'  batiia  tere  hawale 

kita  si,  kitthe  we? 

3.  Haneri  de  dar  de  mareS 

oh  cheti  ghar  nass 
gea. 

4.  Oh  darya  de  rah  gea  si, 

bhawg  6s  rah  na  jan 
da  karar  kita  sasu. 

5.  Eh  gall  mal  Smit  sahb 

kolo  suni  si. 

6.  Mai  saf  oh  de  mfth  te 

akhea  si  Khnda  te 
zarur  hai  we. 

7.  Asi  jinni  jaldi  ho  sake 

kandhe  kandhe  urbS 
parha  bhajjiye. 

8.  Dhoi  Ink  lukke  aea  si, 

hor  sare  khule  khule 
ae  san. 

9.  Nire  mere  bhrawa  ohnh 

rupayye  ghalle. 

10.  Asman  wall  weWike 

"akhea  su  pai  He  Bap 
mai  tera  shukr  karna 
wS  pai  tS  meri  gall 
suni  si. 

11.  Oh  FanjabiS  wahgar 

Panjabi  bolda  si. 

12.  Pher  Yarushalem  de 

raihnwalea  wiocS 
kise  kise  akhea  pai 
oh  khuli  gall  karda  e. 


246 


PANJABI  GRAMMAR. 


1.3.  They  do  nothing  to  him. 
Can  it  be  that  the 
rulers  also  know  that 
this  is  the  Christ  ? 

14.  I  am  with  you  for  a  little 

while  yet,  then  I  go  to 
him  who  sent  me. 

1 5,  On  the  last  day  the  great 

day  of  the  feast,  Jesus 
stood  and  cried  saying. 
If  any  one  thirst,  let 
him  come  unto  me  and 
drink. 

16  The  Book  says  that  Christ 
will  come  of  the  family 
of  David  and  will  be 
from  Bethlehem,  the 
village  of  David. 

17.  When  they  came  without 

him,  they  said  to  them, 
why  have  ye  not 
brought  him  ? 

18.  Then  the  disciples  looked 

on  one  another,  doubt¬ 
ing  of  whom  he  spake. 

19.  One  by  one  they  went 

across  the  river  by 
the  bridge  road  about 
12  o’clock. 

20.  According  to  their  prom¬ 

ise  they  fought  against 
the  enemy  alongside 
of  me. 


13.  OhnU.  kujjh  nehi  karde. 

Eh  ho  sakda  e,  pai  Sar- 
dari  nU  wi  pata  lagg 
gea  e,  pai  Eh  Masih  we  ? 

14.  Mai  aje  thora  cir  tu- 

hadde  nal  a,  te  pher 
mal  apne  Ghallan- 
wale  kol  janna  wS. 

15.  id  de  chekarle  dihare, 

jehra  wadda  din  si, 
Yesu.  khloke  ucoi  ucol 
akhea  si  pai  je  kise 
nU  treh  lagge  oh 
mere  kol5  ake  pani 
pie. 

16.  Katab  wicc  likhea  hoea 

e  pai  Masih  Baud 
de  khandan  da  howe- 
ga  te  Baitlahm  pind 
da  jehra  Dafid  da 
pind  si. 

17.  Jad  oh  ohnd  ohaddke  ae 

ohni  n&  akheo  ne  pai 
nal  kyd  nehl  leanda 
je?  (iSce  Gram.  p.  372.) 

18.  Pher  cele  ikk  dujje 

wallS  wekkhan  lagge 
pal  Mhdi  gall  karda 
e  pea. 

19.  Ikk  ikk  karke  kOi  do- 

paihr  nd  Oh  pu)  wa^e 
rah  daryaS  par  gae. 

20.  Jikkan  ohnS  karar  kita 

si  oh  more  saiig 
wairiS  na)  lare. 


PANJABI  GRAMMAR. 


247 


21.  He  went  along  with  me 

round  the  city  as  far 
as  the  north  gate. 

22.  Beside  the  stream,  behind 

and  below  the  hill,  is 
the  tomb  of  a  re¬ 
nowned  saint. 

23.  You  ask  me  to  decide 

between  you  concern¬ 
ing  the  cow,  and  I  feel 
that  for  the  sake  of 
your  parents  I  must 
draw  lots. 

24.  In  spite  of  my  former 

liking  for  this  place,  as 
I  again  look  on  both 
sides  of  the  question,  I 
am  persuaded  that  I 
ought  to  leave,  and  to 
move  up  to  the  hill  and 
live  at  the  top. 

25.  The  children  were  in 

charge  of  their  aunt, 
but,  in  place  of  guid¬ 
ing  them,  she  let  them 
do  as  they  pleased. 

26.  Over  the  bridge,  opposite 

the  palace  and  outside 
the  city  walls,  they 
ran,  and  within  a  half 
hour,  as  they  ran,  they 
ran  right  into  a  body 
of  the  enemy. 

27.  By  means  of  the  boat, 

they  went  round  the 


21.  Oh  mere  nal  shahr  de 

duale  pahar  wale 
phatak  tikar  gea. 

22.  Wall  de  kol  tibbe  de 

mundh  pishle  pase 
ikk  bare  mashahur 
pir  di  khangah  si. 

23.  TusI  menh  akhde  o  pai 

sadde  wice  gt  da 
faisla  karo,  te  mera 
khial  e  pai  tuhadde 
mapea  di  khatar  mai 
gurie  paagS. 

24.  Mera  ji  es  tha  laggda 

te  haisi,  par  hun 
mai  sari  gall  sOc  lei 
e  te  mend  pakka 
khial  aunda  e  pai 
etthS  nikalke  menfl 
tibbe  de  utte  jake 
raihna  cahida  e. 

25.  Bacce  te  apni  phupphi 

kol  cha^de  hoe  san, 
par  6h  ohnS  nS  matt 
nehl  si  koi  dendi, 
aiwi  chadd  d@ndi  si 
pai  jo  marzi  e  kam. 

26.  Oh  mahall  de  sahmne 

pul  de  uttS  di  shahrB 
banne  bhajj  gae,  te 
addhe  .  ghainte  de 
andar  i  andar  nassde 
nassde  wairii  di  ikki 
toli  wioc  ja  phase. 

27.  Oh  bSfl  wioo  shahr  de 

oufSre  phire,  oafhdsS 


248 


PANJABI  GRAMMAR. 


city,  from  the  east  side 
by  way  of  the  south 
and  west  to  the  north 
fort. 

28.  Within  and  without  the 

house,  up  and  down  the 
hill,  all  the  boys,  ex¬ 
cept  John,  chased  each 
other  during  the  half 
hour’s  recess. 

29.  He  fell  on  his  face  be¬ 

fore  the  king  and  said, 
Forgive  me. 

Lesson  XXXI. 

On  the  morrow  the  multitude 
which  stood  on  the  other  side 
of  the  sea  saw  that  there  was 
none  other  boat  there  but 
one,  and  that  Jesus  entered 
not  into  the  boat  with  his 
disciples,  but  that  they  went 
awayalone.  (Howbeitthere 
came  boats  from  Tiberias 
to  the  place  where  the 
Lord  blessed  the  bread  and 
they  ate.)  So  when  they 
could  not  find  him  they  got 
into  these  other  boats  and 
came  to  Capernaum  seeking 
him. 

Derived 

1.  After  that  Jesus  met  him 
in  the  temple  and  said 


laggke  paihle  dak- 
khan  dakkhan,  pher 
laihnd  e  laihnde, 
chekre  pahar  pase 
de  kile  wicc  ja  ware. 

28.  Addhe  ghainte  di  chutti 

wicc  silre  munde,  kade 
ghar  wicc,  kade  gharB 
banne,  kade  tibbe  utte 
kade  pher  hethS,  ikk 
dujje  de  picche  nassde 
phirde  rahe. 

29.  6s  badshah  de  sahmne 

mflh  parne  diggke 
tarle  kite  san  pa! 
Menfi  muaf  karo. 

IkattihwU,  Sabak. 

Dujje  bhalak  sarei  15k^ 
jehre  darya  de  parle  dande 
khlote  hoe  san  wekh  lea 
pai  ikkoi  beri  e  te  Yesu 
ohde  wicc  celea  nal  nehl 
gea,  sagS  oh  kalle  tur  gae 
n§.  Hi  kujjh  h5r  beriS 
TibriasS  os  thS  ali  san 
jitthe  Elhudawand  r6ti  te 
barkat  mahgl  si  te  ohnS 
khadhi  si.  Bas  jad  oh 
ohnfi,  na  labbh  sake  5h 
ehna  beriS  wicc  baihke 
Kafarnahum  tikar  ohnfi 
labbhde  labbhde  ae. 

Sentences. 

1.  Odft  picche  Yesu  ohnu 
halkal  wicc  milea  te 


PANJABI  GRAMMAR. 


249 


to  him — Sin  no  more 
lest  a  worse  thing  come 
unto  thee. 

2.  My  Father  worketh  until 

now  and  I  work. 

3.  For  whatsoever  he  doeth 

the  Son  doeth  also  in 
like  manner. 

4.  TheFather  loveth  theSon 

and  showeth  him  all 
things  that  he  himself 
doeth,  and  greater  works 
than  these  will  he  show 
him  that  ye  may  all 
marvel. 

o.  As  the  Father  raiseth  the 
dead,  so  the  Son  also 
maketh  alive  whom  he 
will. 

6.  The  Father  Judgeth  no 

man  but  hath  given 
all  judgment  unto  the 
Son  that  all  should 
honour  the  Son  as  they 
honour  the  Father. 

7.  Whosoever  doth  not  hon¬ 

our  the  Son  doth  not 
honour  the  Father  who 
sent  him. 

8.  When  ye  sent  to  John  he 

bore  witness  to  the 


oknfl  akhea  pai  pher 
gunah  na  kar!  ceta 
tenft  edu  buri  bala 
na  cambre. 

2.  Mera  Bap  bun  tikar 

kamm  karda  e  te 
MammI  kamm  karna 
wa. 

3.  Kyfljo  jo  kujjh  oh  karda 

e  Puttar  wi  uhoi 
karda  e. 

4.  Bap  Puttar  nal  mahab- 

bat  karda  e  te  ohnft 
sabbho  kujjh  wikban- 
da  e  jo  kujjh  Apl 
karda  e,  te  ehnS  to 
wi  wadde  kamm 
wikhaega  pai  tus! 
sare  acarj  howo. 

5.  Jikan  Bap  murdea  nS 

jiwaJda  e  ose  tarha 
Puttar  wi  jihnfi  eahn- 
da  e  jiwaida  e. 

6.  Bap  kise  di  adalat  nehl 

karda  sagb  adalat  da 
kamm  6s  Puttar  de 
pete  pa  ditta  e  pai 
sare  16k  Bete  di  ose 
tarht  izzat  karn  jika- 
rS  Bap  di  karde  ne. 

7.  Jehra  koi  Puttar  di  adar 

na  kare  oh  ohde 
Ghallanwale  di  wi 
adar  nehi  karda. 

8.  Jad8  tusa  Yuhanna 

kolS  pucch  ghallea  Ss 


250 


PANJABI  ORAMMAB. 


truth,  but  1  receive  not 
witness  from  man, 
howbeit  I  say  this  that 
ye  may  be  saved. 

9  He  was  a  burning  and 
shining  light,  and  ye 
were  willing  for  a  sea¬ 
son  to  rejoice  in  his 
light.  but  I  have 
witness  greater  than 
John’s,  because  the 
works  which  the  Father 
gave  me  to  fulfil — these 
works  themselves  bear 
witness  that  God  hath 
sent  me. 

10.  Ye  have  neither  heard 

his  voice  nor  seen  his 
form,  for  no  man  hath 
seen  God  at  any  time. 

11.  His  word  abideth  not  in 

you,  for  ye  do  not 
believe  him  whom  he 
sent. 

12.  Ye  search  the  Scriptures 

because  ye  think  that 
in  them  ye  have  eternal 
life,  but  ye  will  not 
come  to  me  that  ye  may 
have  eternal  life. 


hakk  di  guahi  ditti, 
par  ma'i  insan  di 
guahi  neh!  lainda 
eh  galls  mal  es  waste 
akhna  wt  pai  tuha- 
nfl  najat  mile. 

9.  Oh  te  balda  oamakda 
diwa  si  te  tusi  kujjh 
cir  tikar  oh  di  16  wicc 
raihn  nti  khush  sau, 
par  Mere  kol  Yuhan- 
na  di  agwahl  n&16 
cahgi  agwahi  e  kyfl- 
j5  jehre  kamm  Bap 
MenS  karn  waste 
dasse  san  uh6i  kamm 
agwahi  dende  n§  pai 
^.uda  Menti  ghallea  e. 

10.  Tusa  na  te  ohdi  waz 

suni  e  te  na  ohdi 
shakl  (Btthi,  ^buda 
nfl  kise  neh!  kade 
dittha. 

11.  Ohdi  kalam  tuhadde 

wicc  nehl  raihndi, 
kytljo  tusI  ohnd  neh! 
mannde  jihnd  os 
ghallea  e. 

12.  Tusi  Fak  Katab  nfl  es 

lai  soc  socke  parhde  6 
pai  tuhadda  ^ial  e 
pal  ehde  wiooS  sand 
hamesha  di  zindagl 
mild!  e,  par  t&ml  tusi 
Mere  kol  hamSsha  dl 
zindagl  lain  nehl 
aunde. 


PANJABI 


GRAMMAR. 


251 


13  Man,  whoever  thou  art, 
thou  hast  no  excuse,  for 
the  word  of  God  is  nigh 
thee. 

14.  If  thou  wilt  believe  with 
thine  heart  and  confess 
with  thy  mouth  that 
God  raised  the  Lord 
Jesus  from  the  dead 
thou  shalt  be  saved. 

16.  Murmur  not  among  your¬ 
selves. 

1 6 .  Show  thyself  to  the  world . 

17.  What  can  I  say  about 

myself  ? 

18.  What  sayest  thou  about 

thyself  ? 

19.  What  does  he  say  about 

himself. 

20.  What  do  we  say  about 

ourselves. 

21.  What  do  you  say  about 

yourselves. 

22.  What  do  they  say  about 

themselves. 

Lesson  XXXIl. 

Nevertheless  even  of  the  rulers 
many  believed  on  him,  but 
because  of  the  Pharisees  they 
did  not  confess  it,  lest  they 
should  be  put  out  of  the 
synagogue,  for  they  regarded 
men  more  than  God. 


13.  Janea,  tfi  bhawe  kaun 

hows,  koi  bahana  nehl 
kar  sakna  S,  Khuda  dl 
kalam  tere  nere  we. 

14.  Je  tu  dil  nal  yakin  karS 

te  mOhS  mann  wl  lae 
pai  Khuda  Yesti  nS 
murdea  wiccS  jiwalea 
tend  najat  miledi. 

16.  Ape  wicc  burbur  na 
karo. 

16.  Apna  ap  dunya  nd 

wi^a. 

17.  Mai  apni  babat  kl  akh 

sakna  wS  ? 

18.  Th  apni  babat  ki  ahnna 

i? 

19.  Oh  apni  babat  kl  al^da 

e? 

20.  Ast  apni  babat  ki  a^ne 

a? 

21. -  Tusl  apni  babat  kl 

a^de  o  ? 

22.  Oh  apni  babat  ki  a^de 

nS  ? 

BattihwS  Sabak. 

Tami  sardart  wiceS  bauht 
sarea  ohde  te  iman  lean- 
da  si,  par  Farlsia  da 
sadka  Idka  agge  mannde 
nehl  san,  mate  ibadat- 
^anea  wiccS  oheke  na 
jan,  kyOjo  oh  Kbudn.  nal8 
bandea  dl  waddh  parwah 
karde  san. 


252 


PANJABI  GRAMMAR. 


Derived 

1.  Sho>v  us  a  miracle  we 

shall  be  satisfied. 

2.  What  signdoest  thou  that 

we  may  see  and  believe 
on  thee  ? 

3.  As  the  living  Father  sent 

me  and  I  live  by  the 
Father,  so  whoever  be- 
lieveth  on  me,  he  shall 
live  by  me. 

4.  When  his  brothers  had 

gone  up  to  the  feast, 
then  he  also  went  up, 
not  openly  but  as  it 
were  in  secret. 

5 .  And  many  of  the  people 

believed  on  him  and 
said,  When  the  Messiah 
Cometh,  will  He  do  more 
signs  than  these  ? 
Where  is  he  going  to  so 
that  we  cannot  find 
him  ? 

6.  Although  he  had  done  so 

many  signs  before  them, 
yet  did  they  not  be¬ 
lieve. 

7.  If  I  then  who  am  your 

Lord  and  Teacher  have 
washed  your  feet,  ye 
also  ought  to  wash  one 
another’s  feet. 

8.  I  tell  you  now  before  it 

comes  to  pass  so  that 


Sentences. 

1.  SanS  koi  karama t  wi^a 

te  asi  rani  howage. 

2.  Tfl  kehri  karamat  karna 

i,  pai  asl  wekhke 
Tere  te  iraan  lea  ■ 
wiye  ? 

3.  Jistarha  Bap  menft  ghal- 

lea  e  te  Mai  ohdi  rahi 
jiunna  wS,  ose  tarha 
jehra  Menfl  manne 
merl  ralil  jiwega. 

4.  Jad  ohde  bhra  id  te  tur 

gae  san,  ta  dh  wi 
gea,  par  khullam 
khulla  nehi,  sags 
loka  koiS  lukke. 

5.  Te  loka  wiccS  bahle 

ohnQ  mannan  lage  te 
akkhan  lage  pai  Jad 
Masih  aweda  Oh 
ehde  nalo  waddh 
karama  tS  karega, 
Eh  -  whala  kitthe 
jaega  pai  asl  ehnfi 
nehi  labbh  sakage  ? 

6.  Bhawg  ohnS  agge  innis 

karamats  kitii  sash 
tad  wi  oh  nehi  san 
mannde. 

7.  Je  Mai  jehra  tuhadda 

Khuda.wfl.nd  te  Ustad 
wS  tuhadde  pair 
dhOte  ne,  tuhanh  cahi- 
da  e  pai  ikk  dujje  de 
pair  dhohwo. 

8.  Mai  08  gall  de  hOn  ts 

paihle  tnhanfl  dass 


PANJABI  GRAMMAR. 


253 


when  it  conies  to  pass 
ye  may  believe. 

9.  If  ye  had  believed  Moses 
ye  would  have  believed 
me  for  he  wrote  of  me. 

10.  If  ye  believed  not  Moses 

how  can  ye  believe  my 
word . 

11.  If  ye  had  known  me  ye 

should  have  known  my 
Father  also. 

12.  Yeshall  lament,  but  5’’our 

lamenting  shall  be 
turned  to  joy. 

13.  He  did  not  need  any  one 

to  tell  him  what  was 
in  man  for  ne  knew 
himself. 

14.  He  said  to  thee,  “  Thou 

shall  not  see  me”  and 
now  thou  bast  not  seen 
him  for  a  long  time. 

16.  It  is  a  long  time  since  he 
came  here. 

16.  Johnand  James,  also  Peter 

and  Andrew,  were 
brothers. 

17.  Tell  him  as  you  come  to 

bring  his  book. 

18.  Rra  was  older  than 

Barkat,  I  think. 

19.  Was  Miru  as  old  as 

Nawab  ?  No,  not  so 
old. 


chaddna  wS  pai  jad 
ho  jae  tusi  manno. 

9.  TusI  Musa  nft  manno  a 
te  Menu  wi  manno  a 
kyftjo  os  Meri  babat 
likhea  si.  {See  Gram, 
p.  319.) 

10.  Musa  nu  jo  nehl  mannea 

je,  m@ri  gall  da 
tuhanU  kikkan  yakin 
awe. 

11.  Menu  kade  jandeo  ta 

Mere  Bap  nS  wi 
jandeo. 

12.  Tusirowogepartuhadda 

rona  kbushi  ho  jaega. 

13.  OhnU  lor  nehl  si  pai  koi 

OhnU  dasse  pai  insan 
wicc  ki  e,  Oh  ape  jo 
janda  si.. 

14.  Os  tenu  akhea  si  pai  tS 

menu  nehl  wekhega 
te  hun  tu  cokhe  cir  to 
ohnU  nehl  wekhea. 

15.  OhnU  etthe  aea  cokha 

cir  h5  gea  e. 

16.  -Yuhanna  te  Yakub  bhra 

san,  te  Patras  te 
Andrias  wi.  - 

17.  Aundi  warl  ohnfi  akhl 

pai  katab  lenda  awl. 

18.  Meri  jae  wicc  Pira  Bar¬ 

kat  nal5  wadda  si. 

19.  Miru  Nawab  da  haQi 

si  ?  Nehl  ohde  nal5 
nikka  si. 


254 


PANJABI  ORAMMAK. 


20.  This  bo.\  is  heavier  than 

that. 

21.  Let  Pira  or  Nawab  or 

Dula  come  to-day. 

22.  Whether  he  comes  or  goes 

it  makes  no  difference 
to  me. 

23.  Though  he  offered  them 

gifts  none  of  them 
would  accept  them. 

24.  Nawab  is  bigger  than 

Rahmat. 

25.  The  congregation  is  great¬ 

er  than  that  of  yester¬ 
day. 

26.  If  the  king  had  not  been 

on  our  side  we  should 
never  have  been  saved. 

27.  Wherever  the  master  goes 

the  servant  goes  with 
him. 

28.  These  are  wicked  men, 

some  one  else  will  have 
to  save  them,  they  can¬ 
not  save  themselves. 

29.  Tell  me  whether  he  has 

come  or  not. 

30.  Whether  he  comes  or  goes 

you  must  stay. 

31.  He  started  before  I  could 

start. 

32.  He  went  back  the  way  he 

came. 

33.  I  tell  you  I  did  not  know 

whether  I  was  awake 
or  dreaming. 


20.  Eh  sandtik  ohde  nal5 

bhara  we. 

21.  Ya  Pira  ya  Nawab  ya 

Dula  ajj  awe. 

22.  Bhawg  awe  bhaw§  na 

awe  Mena  ki  ? 

23.  BhawS  oh  ohnS  nfi 

anam  denda  si,  koi 
nehi  si  lenda. 

24.  Nawab  Rahmat  nais 

wadda  e. 

26.  Eh  jamat  kail  wall  nalS 
waddi  e. 

26.  Badshah  sadde  wall  na 

honda  tS  ast  kadi 
nehl  si  bacna. 

27.  Jitthe  malik  jae  naukar 

wi  nal  janda  e. 

28.  Eh  jane  sharir  ne,  hor 

koi  ohna  nfl  bacae, 
ape  neh!  bac  sakde. 

29.  Mena  dassi  pai  5h  aea 

ke  nehi. 

30.  Oh  bhawg  awe  bhawl 

na  awe,  raihr  a 
pawiga. 

31.  Mai  aje  tear  neh!  sS  te 

oh  tur  pea. 

32.  Jehre  rah  aea  ose  rah 

partea. 

33.  Mentl  shakk  saje  pai 

mal  khaure  jagna 
w§  ke  sutta. 


PANJABI  GRAMMAR. 


255 


34.  Though  you  told  him  he 

did  not  obey. 

35.  It  is  my  will  to  give  these 

last  as  much  as  I  gave 
to  the  first. 

36.  Would  that  I  had  never 

seen  this  man  !  (Had  I 
never  seen  this  man, 
what  a  nice  thing  it 
would  have  been!) 

37.  Would  that  all  men  had 

kept  God’s  command¬ 
ments  ! 

38.  He  said  he  would  come 

some  day  or  other. 

39.  Unless  you  agree  you  will 

be  punished. 

40.  Then  he  severely  rebuked 

the  girls  because  they 
would  not  leave  off. 

Lesson  XXXIII. 

When  they  wentouttosee  what 
had  happened  they  found  the 
man  in  his  right  mind ,  clothed 
and  sitting  at  Jesus’  feet. 


34.  Bhaw§  ohnfl  akhea  sai, 

mannea  nehi  sasu. 

35.  Meri  marzi  e  pai  ehnS 

ohekarleS  nfi  onna 
i  dea  jinna  mai  paih- 
leS  nft  ditta  e. 

30.  Mai  kade  es  jane  nff 
wehnda  I  na,  te  kehl 
sohni  gall  si. 

37.  Kade  sare  bande  Khnda 

de  hukm  mannde 
bari  cangi  gall  hondi. 

38.  Akhea  sasu  pai  kise  din 

awSga. 

39.  Je  manni  na,  tenS  saza 

milegi. 

40.  Pher  os  kuria  nfi  bari 

jhar  kiti,  pai  oh  niup- 
dia  nehi  san. 

Tehtiwu  Sabak. 

JadS  oh  wekkhan  gae  san 
pai  ki  hoea  e  ohna  jane 
nfl  puri  hosh  wioc,  kapre 
pae  hoe  te  Yesu  de  pairs 
kole  baitha  hoea  dittha. 


Derived  Sentences. 


1.  Hira  saw  him  comino-. 

2.  He  saw  them  coming. 

3.  Did  you  see  me  coming  ? 

4.  I  see  the  heaven  opened 

and  the  angels  of  God 
ascending  and  descend¬ 
ing. 


1. 

Hire  ohnfl 

wekhea. 

aundea 

2. 

6s  ohnS  nti 

aundea 

wekhea. 

[saje  ? 

3. 

Mena  aundea 

(Bttha 

4. 

Menff  asman 

khula 

dissda  e,  te  ^.uda  de 
flrishte  carhde  te 
uttarde. 


256 


PANJABI  GRAMMAR. 


5.  This  was  clone  that  the 

written  word  might  be 
fulfilled. 

6.  It  is  written  in  the  word 

of  God. 

7.  The  world  could  not  hold 

the  books. 

8.  lam  sent  to  find  out  when 

the  letter  was  sent. 

9.  There  were  sixteen  beds 

placed  there. 

10.  What  is  born  of  man  is 
man. 

!  ] .  They  saw  him  walking  on 
the  bank  and  drawing 
nigh  the  mosque. 

12.  This  is  my  much  loved 

boy. 

13.  I  gave  you  a  written  re¬ 

quest  but  you  gave  me 
no  answer. 

!4.  Here  is  your  rejected 
petition. 

l5  Everything  that  the 
Father  hath  given  me, 
it  shall  come  to  me  and 
whoever  cometh  to  me 
1  will  in  no  wise  cast  out. 

16.  It  is  written  in  the 

prophets — They  shall 
all  be  taught  of  God. 

17.  The  servant  is  not  greater 

than  his  Lord  nor  the 
messenger  greater  than 
the  sender. 


Eh  es  waste  hoea  si  pai 
likkhi  hoi  kalam  puri 
howe. 

EhlQiuda  di  k.alam  wico 
liki'ea  hoea  e. 

Onnia  katabS  dunia 
wicc  nehi  a  sakdia. 

Mai  pata  karn  waste 
ghallea  gea  sa  pai  oh 
citthi  kadQ  likkhi  gei 
si. 

Otthe  sola  manjiS  dat- 
thia  hoia  san. 

Jo  kujih  insan  thS 
jammda  e  insan  e. 

Ohna  ohnO.  dande  te 
turdel  t3  masit  de 
nere  appardea  dittha. 

Eh  mera  bara  piara 
puttar  e. 

Mai  tuhanu  likhke  arzi 
ditti  si  par  tusi  koi 
parwah  na  kiti. 

Ah  wekha  tuhaddi  na 
manzur  arzi  e. 

Jb  kui.ih  Bap  menfl  ditta 
e  mere  kol  awega,  te 
jb  kbi  mere  kbl  awe 
Mai  ohna  kadi  na 
kaddhiga. 

Nabia  diS  kataba  wico 
likkhea  hoea  e  pai 
ohnt  sareS  nti  KTinda 
kbl5  talim  milbgl. 

Naukar  apne  malik  t5 
wadda  nehi  honda, 
te  na  ghallea  hoeft 
ghallanwale  t8. 


5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 

10. 

17. 


PANJABI  QBAMMAR. 


257 


18.  You  can  get  ready-made 

boots  and  clothing  in 
this  shop. 

19.  There  is  water  (mixed)  in 

this  milk. 

20.  If  you  can  get  ready- 

cooked  food  it  will  be 
best. 

21.  I  am  watching  my  mother 

bake  bread. 

22.  The  dog  came  barking 

toward  me. 

23.  Did  you  see  him  dead  ? 

24.  He  kept  me  seated  by  him 

from  1 1  o’  clock  till  4. 

25.  They  came  as  it  was  get¬ 

ting  light. 

26.  They  came  while  it  was 

yet  light. 

27.  He  is  coming  with  a 

kettle  of  boiled  water 
in  his  hand. 

28.  They  were  standing  with 

heads  thrust  out  of  the 
window. 

29.  Why  did  you  take  it  with¬ 

out  asking  ? 

30.  Why?  They  gave  it  to 

me  unasked. 

31.  Bring  my  book  as  you 

come. 

32.  Go  on  doing  the  work  of 

your  master. 

17 


18.  BaniS  battrif'  juttiS  te 

kapre  es  hatti  t8  mil 
sakde  nl. 

19.  Es  duddh  wicc  pani 

ralea  hoea  e. 

20.  Je  pakkia  pakaia  rotia 

mil  sakan  tS  accha 
howeda. 

21.  Mai  apni  bebbe  nft  ro¬ 

tia  pakandea  wehnna 
wS  pea. 

22.  Kutta  bhaunkda  hoea 

mere  wall  aea. 

23.  Ohnfi  moea  hoea  (Bttha 

sai  ? 

24.  Os  menfi  apne  kol  yarS 

waje  tS  laike  trai  waje 
tikar  natti  baha 
rakkhea. 

26.  L6  laggdeS  ae  san. 

26.  L6  hondea  ae  san. 

27.  Karhe  hoe  pani  di  ketli 

hatth  wicc  laike  laga 
aunda  e. 

28.  Sir  bari  wicc&  kadctoke 

khlote  hoe  san. 

29.  Bin  puccheS  kyS  lea  sai  ? 

30.  MenQ.  mahgeS  bina  ditta 

sane. 

31.  Kitab  nal  lenda  awl. 

32.  Apne  malik  da  kamm 

karde  jaho. 


258 


PANJABI  GRAMMAR. 


33.  How  long  have  you  been 

in  the  Panjab  ? 

34.  Give  my  torn  trousers  to 

the  tailor  to  be  mended. 

35.  Having  eaten  he  went 

away. 

36.  He  will  go  eating. 

37.  Having  eaten  he  begins 

his  work. 

38.  Rising  with  difficulty  he 

went  his  way. 

3y.  Go  on  giving  the  medicine. 

40.  The  stick  broke  on  the 

boy  being  struck. 

41.  The  horse  fell  on  arriving. 

42.  We  want  a  swift  running 

mare 

43.  He  took  bread  and  giving 

thanks  broke  it. 

44.  This  mortal  body  shall 

live  again. 


33.  Punjab  wioo  aeH  kinna 

oir  hoea  je  P 

34.  M@ri  pati  hoi  patltln 

darzl  nd  marammat 
waste  deho. 

36.  Oh  khake  tur  gea. 

% 

36.  Oh  khanda  jaega. 

37.  Oh  khake  kamm  shurh 

karda  e. 

38.  Mast  mast  uHhea  te  tur 

gea. 

39.  DuS.i  dSnde  jao. 

40.  Munde  nQ  laggdet 

soti  bhajj  gel. 

41.  Ghdra  appardet  i  digg 

pea. 

42.  Sand  ikk  trikkhi  turn- 

wall  ghori  cahldl  e. 

43.  Os  rdtl  laike  te  shukr 

karke  trori. 

44.  Eh  marnwala  jussa  phSr 

jifl  pawega. 


Lesson  XXXIV. 


CauUthtvS  Sabak. 


Relatives  and  Indefinites. 


My  Father  gave  you  the  true 
bread  from  heaven,  for  the 
bread  of  God  is  that  which 
cometh  down  from  heaven 
and  giveth  life  to  the  world. 


Mere  Bap  tuhanfi  sacol  roti 
asmanSdittl,  TThiirtadl  r5tl 
oh  we  jehri  asmanS  aundl 
e  te  dunya  nd  zindagl 
d€ndi  e. 


Derived  Sentences. 

1.  Immediately  they  were  1.  Oh  jhat  pat  os  dande 
at  the  shore  to  which  lags  gae  jitthe  japa 

they  were  going.  sane. 


PANJABI  GRAMMAR. 


259 


2.  The  man  whom  you  saw 

yesterday  at  the  city 
gate  is  a  servant  of 
old  prophet. 

3.  The  mare  that  you  saw  in 

the  market  to-day  is  an 
Arab. 

4.  This  is  the  will  of  him 

that  sent  me  that  every 
one  who  seeth  the  Son 
and  believeth  on  him 
should  have  eternal 
life,  and  I  should  raise 
him  up  at  the  last  day. 

o.  Is  not  this  Jesus,  the  son 
of  Joseph  the  carpenter, 
whose  father  and 
mother  we  know  ? 

6.  And  the  bread  which  I 

give  is  my  flesh  which 
I  shall  give  for  the 
people  of  the  world. 

7.  The  man  to  whom  you 

gave  the  money  is  my 
son-in-law. 

8.  I  have  not  come  of  myself, 

he  who  sent  me  is 
true  whom  ye  know 
not. 

9.  Some  of  the  common 

people  hearing  this  thing 
said.  This  is  truly  that 
prophet.  Others  said. 
This  is  the  Christ,  but 
some  of  them  wished  to 


2.  Oh  jana  jihnU  tusS  kali 

shahr  de  phatak  utte 
dittha  buddhe  nabi 
da  naukar  e. 

3.  Oh  ghori  jihnft  tft  ajj 

bazar  wicc  wekhea  si 
Arb  di  e. 

4.  Mere  Ghallanwale  di  eh 

marzi  e  pai  jo  kol 
Puttar  nft  wekkhe  te 
ohde  te  iman  leawe 
ohnu  hamesha  di  zin- 
dagi  mile  te  mal  ohnfl 
orak  de  dihare  jiwa- 
iS. 

6.  Sh  Yesu  nehi  e,  Yusaf 
tarkhan  da  puttar, 
jihde  mapeS  nO.  as! 
janne  a  ? 

6.  Te  jehri  roti  mai  denna 

wa  mera  mas  e  jo  mal 
dunya  de  loka  waste 
deaga. 

7.  JihnS,  tusS  rupayye  ditte 

mera  juai  e. 

8.  Mai  apft  nehl  aea,  par 

jis  menft  ghallea  sacca 
e,  jihnS  tusi  nehi 
jande. 

9.  Am  loka  wicc6  kaiS  eh 

gall  sunke  akhea  pai 
sacci  muoci  eh  oh  nabi 
e.  Horni  akhea  pai  eh 
Masih  e,  te  kai  ohnU 
pharna  oahnde  san, 


260 


PANJABI  GRAMMAR. 


take  him.  However  no 
one  laid  hands  on  him. 
10  He  that  receiveth  w'hom- 
.soever  I  send  receiveth 
me,  and  he  that  re¬ 
ceiveth  me  receiveth 
him  that  sent  me. 

11.  Ask  him  who  it  is  that 

he  is  speaking  about. 

12.  Whoever  would  be  my 

disciple  let  him  take 
up  his  cross  daily  and 
follow  me. 

13.  Thej’^  hated  him  more  and 

more. 

14.  Let  us  go  to  the  place 

where  Martha  met  him. 

15.  When  the  spirit  of  truth 

cometh  whom  I  will 
send,  he  wdll  testify  of 
me. 

16.  Whatsoever  he  saith  to 

you,  do  it. 

17.  He  will  remind  you  of 

everything  that  I  told 
you. 

18.  We  want  to  see  Jesus. 

19.  They  came  that  da}'  to 

hear  him. 

20.  We  want  to  see  you,  to 

show  you  a  new  hook. 

21.  He  did  these  things  that 

they  might  understand 


tad  wi  kise  ohna  hatth 
na  laea. 

10.  Jehra  ohnft  kabule  jis 

kise  nft  Mai  ghallS  oh 
menfi.  kabulda  e,  te 
jehra  menS  kabulda  e 
mere  Ghallanwale  nfi 
kabulda  e. 

11.  Ohnu  pucchl  pal  kihdl 

gall  karda  e  pea. 

12.  Jehra  mera  cela  banna 

cahnda  e  roz  apni 
salib  cukkke  mere 
magar  magar  awe. 

13.  Ohna  da  jehra  ohde  nal 

wair  si  waddhda 
gea. 

14.  As!  6s  tha  caliye  jitthe 

Martha  ohnS  mill. 

15.  Jad  saceai  da  Ruh 

awega  jihnS  mai 
ghallaga  oh  meri 
guahi  dega. 

16.  Jo  kujjh  oh  tuhanfi  ak- 

khe  tusi  karo. 

17.  JinniS  gallS  mai  tuhanfi 

akhiS  ni  oh  tuhanfi 
yad  duaega. 

18.  As!  Yesu  nfi  wekhna 

cahnne  S. 

19.  Oh  oddiii  ohdit  galla 

sunan  waste  ae. 

20.  As!  ikk  naw!  kitab 

wikhan  lai  tuhanfi 
milna  cahnne  S. 

21.  Os  eh  kamm  es  karke 

kita  pai  oh  samjh  lain 


PANJABI  GRAMMAR. 


261 


that  he  truly  loved 
them. 

22.  This  came  to  pass  that  the 

word  written  in  their 
law  might  be  fulfilled, 
the}'  hated  me  with¬ 
out  a  cause. 

23.  While  you  have  light 

believe  on  the  light 
that  you  may  become 
sons  of  light. 

24.  The  high  priest  of  that 

year  said  to  them,  you 
know  nothing  at  all, 
and  do  not  consider 
that  it  is  well  that  one 
man  die  for  the  people 
that  the  whole  nation 
perish  not. 

25.  He  got  tit  for  tat. 

26.  Takeas  muchasyouneed. 

27.  Stay  as  long  as  you  like. 

28.  He  is  as  tall  as  I  am. 

29.  She  is  as  black  as  a 

griddle. 

30.  I  did  as  he  did. 

31.  As  far  as  possible  I  will 

care  for  it. 

32.  As  many  as  believed  on 

him  to  them  gave  he 
the  right  to  become  eons 
of  God. 

33.  As  the  Father  hath  loved 


pai  eh  sacci  mucci 
sanft  piar  karda  e. 

22.  Eh  es  waste  hoea  pai 

jehri  gall  ohna  di 
shariat  wicc  likkhi 
hoi  e  puri  howe  pai 
ohna  dhigane  mere 
nal  wair  rakkhea. 

23.  Jicar  tikar  tuhadde  kol 

cannan  hai  we  cannan 
utte  iman  leao,  tsjo 
tusl  cannan  de  puttar 
bano. 

24.  Os  sal  de  sardar  kaihn 

ohna  nfl  akhea  tusi 
kakkh  wi  nehi  jan- 
de  te  khial  nehi  karde 
pai  ikk  jane  da  sari 
kaum  waste  mama 
canga  e,  sari  kaum  na 
na  mare. 

25.  Jeha  kita  teha  paea. 

26.  Jinna  lorlda  i  lellai. 

27.  Jinna  cir  caho  raho. 

28.  Oh  mere  jedda  lamma  e. 

29.  Oh  tawe  jehi  kali  e. 

30.  Jikan  6s  kita  ose  tarht 

mamml  kita. 

31.  Jitth5  tori  ho  sake  mal 

ohnft  sahmbSga. 

32.  JinneS  ohde  te  iman 

leanda  onnet  nfi  os 
Klmda  de  puttar  ban- 
an  da  hakk  ditta. 

33.  Jis  tarh§  Bap  mere  naj 


PANJABI  GRAMMAR. 


2()2 


me,  even  so  have  I 
loved  you. 

84,  The  more  he  loved  them 
the  more  they  hated 
him 

8.").  At  most  there  will  be  a 
maund. 

8h,  There  will  be  at  least 
eighty  men  there. 

Lesson  XXXV. 


mahabbat  kiti  ose 
tarha  mal  tuhadde  nal 
mahabbat  kiti. 

34.  Jinni  waddh  6s  ohna 

nal  mahabbat  kiti 
onna  i  waddh  ohnS 
ohde  nal  wair  kita. 

35.  Waddh  t6  waddh  ikk 

man  howeda. 

36.  Ghatt  t8  ghatt  otthe  car 

wiha  jana  hbwegft. 

PaiMiwU  Sahak. 


Relatives  and  Indefinites. 


riod  so  loved  the  world  that 
he  gave  his  only  begotten 
son.  that  whosoever  be- 
lieveth  on  him  should  not 
perish  but  have  eternal  life. 


Khuda  dunya  nal  ajehi  ma¬ 
habbat  rakkhi  pai  os  apna 
kalauta  puttar  bakhshea 
pai  jo  koi  ohde  te  iman 
leawe,  ohdS,  nas  na  ho  we 
sago  ohnh  hamesha  di  zin- 
dagi  mile. 


Derived  Sentences. 


1 .  The  man  who  first  brought 

his  brother  to  Christ 
was  Andrew 

2.  The  man  who  betrayed 

his  master  was  Judas 
Iscariot. 

8.  The  woman  who  anointed 
the  feet  of  the  liord 
was  Mary. 

4.  What  is  the  meaning  of 

the  word  that  you  used 
just  now. 

5.  Whoever  came  went 

away  rich. 


1.  Oh  jana  jis  paihle  apna 

bhra  Masih  kol  lean- 
da  ohda  na  Andrlas  si. 

2.  Jis  jane  apne  TJstad  nfi 

pharaea  si  Yahtlda 
Iskariuti  si. 

3.  Jis  zanani  ^^udawand 

de  palrt  te  atr  malea 
Mariam  si. 

4.  6s  lafaz  da  ki  matlab  e 

jehra  hun  akhea  je  ? 

5.  Jo  koi  aea  bakhtawar 

hoke  tur  gea. 


PANJABI  GRAMMAR. 


263 


6.  Whatever  is  \'our  hon¬ 

our’s  will  is  acceptable 
to  me. 

7.  He  will  tell  you  the 

things  from  which 
you  and  your  house¬ 
hold  may  get  salvation. 
<S.  The  boys  who  beat  mv 
boy  are  the  bad  boys  of 
the  .street. 

9.  1  beat  that  boy  most 

thoroughly,  who  was 
blackguarding  you 
yeste^da3^ 

19.  Write  down  what  everv 
one  owes  or  is  owed, 
and  whatever  is  owing 
anv  of  them  will  he 
given  him. 

11.  To  whoever  you  gave  it, 

he  will  give  it  back. 

12.  What  is  this  chair  made 

of  ?  Which  chair  do 
\'ou  want  ? 

13.  What  cloth  do  \ou  want? 

What  men  are  you  ask¬ 
ing  for  ? 

14.  Of  what  use  is  this  ? 

This  is  quite  useless, 
but  that  is  very  useful. 

lo.  Wlioevei  believes  on  him 
shall  not  be  con¬ 
demned. 

16.  Whoever  does  not  believe 
on  him,  he  is  already 


6.  Jo  kujjh  janab  di  marzi 

e  menfi  manzur  e. 

7.  Oh  tuhanfl  oh  galla  das- 

sega  jihna  t6  tuhanft 
te  tuhadde  tabbar  nft 
najat  mile. 

8.  Jihna  mnndea  mSre 

munde  nh  marea  ba- 
jar  de  sharir  mupde 
ni. 

9.  Mai  cahgi  tarha  Qs 

munde  nfi  phanc^ea 
jehra  kail  tuhanfl 
nakhiddhda  si. 

10.  Eh  likkh  lai  pai  har  ikk 

ki  laina  ya  d€pa 
e,  te  j5  kujjh  kise  nS 
aunda  e  ohnfi  mil 
jaega. 

11.  Jis  kise  nh  dittt  sai  5h 

parta  deda. 

12.  Eh  kursi  kah  di  ban! 

hoi  e  ?  Kehri  kursi 
cahnde  o  ? 

13.  Kehre  kapre  di  lor  je  ? 

Eehrel  bandea  nS 
labbhde  o  pae  ? 

14.  Eh  kis  kamm  da  e  ?  Eh 

te  kise  kamm  da  nehl, 
par  oh  bara  kamm 
aunda  e. 

15.  Jehra  ohnh  manne,  ohde 

te  saza  da  hukm  nehi 
howega. 

16.  Jehra  n a  manne,  ohde  te 

hukm  ho  gea  e,  kytljS 


264 


PANJABI  GRAMMAR. 


condemned,  because  he 
does  not  believe  on 
God’s  only  begotten 
Son. 

17.  What  is  sin  ?  And  how 
can  sinful  man  come 
before  a  holy  God  ? 
These  are  questions 
which  should  be 
answered. 

]  8.  Can  God  be  both  merciful 
and  just  or  are  not 
these  two  attributes 
irreconcilable  ? 

19.  Christians  claim  that  the 

justice  and  mercy  of 
God  are  both  shown 
in  the  death  of  Christ. 
Since  Christ  died  by 
his  owm  choice,  there 
was  no  compulsion  on 
God’s  part. 

20.  He  willingly  paid  oar 

debt,  and  so  it  is 
written,  God  reckoned 
our  trespasses  not  to 
us  but  to  him. 


oh  Khuda  de  iklaute 
Puttar  de  utte  iman 
nehl  leaunda. 

17.  Gunah  ki  e,  te  papi 

banda  kikarS  Pak 
Khuda  de  agge  khlo 
sakda  e  ?  Eh  ajehe 
sual  ng  jihna  da  ja- 
wab  dena  cahida  e. 

18.  TChuda,  rahm  te  insaf 

dowe  kar  sakda  e,  ke 
eh  do  sifta  ikk  dujji 
da  ult  ng  te  ral  nehi 
sakdiS  ? 

19.  Maslhl  ahnde  ng  pai 

^huda  da  rahm  te 
insaf  dowe  Masih  di 
maut  wicc  dissde  ni. 
Masih  jo  apni  marzi 
nal  moea  Khuda,  koi 
jabr  nehi  kita. 

20.  6s  apni  ^ushi  nal 

sadda  karz  lah  ditta, 
te  jikan  likhea  hoea  e, 
Khuda  sadde  gunsh 
sadde  lekhe  wico  nehi 
sagg  ohde  lekhe  wicc 
pae. 


PRINCIPAL  SUBJECTS  ILLUSTRATED  IN 


PART  III. 

Page 

Negative,  interrogative  and  assertive  forms 

131 

Interrogative,  who  or  what  . . 

134 

Imperatives 

13() 

Pres.  subj.  and  fut. 

13!) 

Future 

142 

Future  of  send 

1 4.5 

Interrog. 

148 

Imperat. 

149 

Past  . . 

149 

Imperat.,  have,  possessive 

1 50 

Past,  imperat.,  possessive,  interrog. 

152 

Conditional 

1.54 

Was,  be 

161 

Purpose,  result 

165 

Customary  and  continuative  present 

170 

Indefinites  and  conditionals  .  . 

174 

Time  . . 

178 

Adverbs,  comparison  of  adj.  .  . 

1S2 

Customary  action,  pres,  past 

187 

Root  and  causal  forms 

191 

milnd,  laggnd 

196 

laggnd,  kamd 

200 

Interrog.,  past  transitive 

204 

Passive  and  transitive 

212 

Until,  up  to 

216 

(’onditional 

219 

Permissive,  reflexive 

227 

Doubt,  continuance 

230 

Ability 

233 

Prepositions 

..  235-24S 

Relatives  and  indefinites 

258 

Panjabi  Grammar. 


PARTS  OF  SPEECH. 

There  are  eight  parts  of  speech,  viz.,  noun,  adjective,  pronoun, 
verb,  adverb,  oonjunction,  preposition  and  interjection.  There 
is  no  article.  The  indefinite  article  in  English,  if  emphatic,  is 
sometimes  expressed  by  ikk  (a  one,  certain)  or  koi  (some),  and 
the  definite  article,  if  emphatic,  by  the  demonstrative  pronoun 
eh  (this)  or  oh  (that),  but  usually  the  English  article  is  not 
expressed  in  Panjabi. 

Nouk. 

There  are  two  genders,  masculine  and  feminine;  and  two  num- 
ber.s,  singular  and  plural. 

Geiider. 

A  few  words  are  both  masculine  and  feminine  as — 


kias 

opinion. 

mansha 

intention. 

“^'awaz. 

waz,  waj 

voice. 

kalam 

speech,  word. 

taih 

fold. 

Fanjab 

the  Panjab. 

mehma 

praise. 

chatt 

roof. 

sair 

walk. 

parhez 

restraint. 

fikr 

case. 

ghah 

grass. 

salam 

salutation. 

dard 

pain. 

thS 

place. 

dahl 

curdled  milk. 

l^ab 

dream. 

wehl 

leisure. 

ruh 

spirit. 

gafi 

need,  profit. 

akl 

intelligence. 

wahz,  wahd  sermon. 

rul 

pencil,  ruler. 

yar 

friend,  paramour. 

sharm 

shame. 

jantl 

acquaintance. 

pushal 

tail. 

caroa 

talking  about. 

lam 

war. 

kadr 

value. 

As  a  general  rule,  words  which  signify  males  are  masculine 
and  those  which  signify  females  are  feminine,  e.gr ,  gh5ra  (horse), 

*  awaz,  waz  (voice,  aoond)  is  fem.,  except  in  the  expression  “  wSx 
hhara  hona  ” — to  become  hoarse. 


PANJABI  GBAMMAR. 


267 


is  masculine,  and  ghori  (mare)  feminine  ;  but  notetabbar,  m., 
wife,  family  ;  aulad,  f.,  descendants.  The  only  rules  thatcan  be 
given  to  determine  the  gender  of  nouns  which  signify  inanimate 
objects  are  these  : — 

(1)  Words  ending  in  -a  or  S  and  words  of  more  than  one 
syllable  having  the  letter  a  in  the  last  syllable  are  usually  mas¬ 
culine,  6.(7.,  ata  (flour),  jangal  (forest), ballan  (firewood),  cikkar 
(mud),  halak  (rabies).  But  there  are  many  exceptions  as  saukan 
(co-wife),  akar  (pride),  baikal  (necklace). 

(2)  Words  ending  in  -i  are  usually  feminine,  e.g.,  batti  (lamp, 
etc.),  kanni  (border).  There  are  some  exceptions — (wish, 
individual),  pani  (water),  moti  (pearl),  and  many  words  in  -i 
denoting  males.  (See  examples  on  pages  268,  269.) 

(3)  Words  common  to  Urdu  and  Panjabi  generallj'^  have  the 
same  gender  in  both  languages.  The  following  are  exceptions. 
Their  Panjabi  gender  is  given,  rah,  m.,  way  ;  mez,  meo,  m., 
table;  hosh,  f.,  sense  ;  akhbar,  f., newspaper  ;  tar, f.,  telegram, 
wire;  mazaj,  f.,  pride;  sharab,  m.,  spirits;  fasl,  m.,  harvest; 
Urdu,  m.,  Urdu  ;  gar,  f.,  cave;  jang,  m.,  war;  iSm,  generally 
masc.,  war;  ghnd,  f.,gum;  takrar,  m.,  fuss,  quarrel  ;*marz,f., 
disease  ;  gend,  m.,  ball.  See  also  the  double-gender  words  given 
above.  Educated  people  tend  to  copy  the  Urdu  gender  ;  in  pure 
village  Panjabi  the  other  is  more  used.  The  word  flkr,  thought, 
anxiety,  is  usually  masc. 

Words  nearly  the  same  in  form  as  Urdu  words,  but  different 
in  gender  are  nakk,  m.,  nose  ;  cikkar,  m.,  mud. 

Formation  of  Feminine. 

The  very  large  class  of  mas  culine  nouns  and  adjectives  ending 
in  -a,  and  past  participles  in  -ea  or  -§.  form  the  feminine  by 
changing  that  termination  into  -i. 

Note. — If  the  thing  signified  be  an  inanimate  object,  the  mas¬ 
culine  form  generallj'^  means  a  large  specimen  of  the  class  and 
the  feminine  a  small  one. 

Masculine.  Feminine, 

ghdra  horse.  ghori  mare. 

1311a  he -lamb.  ISlll  sh  e-lamb. 


268 


PANJABI  GRAMMAR. 


Masculine. 

waccha  male-calf. 


oanga 


good. 


Feminine, 

wacchl  female-calf, 
cangi 


kala 

black. 

kali 

marea  struck 

mari 

buta 

large  plant.  buti  small  plant. 

Note. — 

Dissyllables  in  - 

ea  change  this  in  the  feminine  into  ei 

or  ai,  e.g. 

Masculine. 

Feminine. 

gea 

gone. 

gei. 

pea 

fallen. 

pai. 

lea 

taken. 

lei. 

2.  Where  the  masculine  ends  in  a  consonant,  the  feminine  is 

sometimes  formed  by  adding  i,  ri,  ni,  or  if  the  final  consonant  be 

r,  by  adding  ni  to  the  masculine — 

Masculine. 

Feminine. 

lohar 

blacksmith. 

lohari  female  of  the  lohar  class. 

jatt 

peasant. 

jatti  female  peasant. 

karar 

shop-keeper. 

karari 

tar  khan 

•• 

carpenter. 

tarkhani 

kumhiar 

potter. 

kumhiari 

Awan 

an  Awan 

Awani 

harn 

ravine-deer. 

harni 

tittar 

partridge. 

tittri 

bal 

boy. 

balri  girl. 

jatak 

boy. 

jatakri  girl. 

natt 

acrobat. 

nattni 

dhm 

musician. 

dumni 

fakir 

beggar. 

fakirni 

zimindar 

peasant. 

zimindarni 

4.  A  noun  or  adjective,  (when  used  as  a  noun)  ending  in  -I 
forms  its  feminine  sometimes  by  changing  the  -i  into  an  chang¬ 
ing  to  m  after  r.  If  the  masculine  ends  in  ai  or  a!,  the  feminine 
generally  changes  this  termination  into  ain — 

Masculine.  Feminine. 

Panjabi  Panjabi.  Panjaban. 

Kashmiri  Kasmiri.  Kashmiran. 

mirasi  bard,  musician.  mirasa^. 


PANJABI  GRAMMAR. 


269 


Masculine. 

Feminine. 

tell  • 

oil-presser. 

telan. 

Musalli 

sweeper  (Muhammadan). 

Musallan. 

Kureshi 

Kureshi. 

Kureshan. 

mushki 

black. 

mushkan. 

azarl 

ill. 

azaran. 

wairi 

enemy. 

wairan. 

dddhi 

cowherd. 

dodhan. 

mod 

cobbler. 

mocan. 

wahgali 

glass  bangle-maker. 

wangalan. 

machi 

baker,  waterman. 

machan. 

darji 

tailor. 

darjan. 

bhai 

brother. 

bhain  sister 

kasai 

butcher. 

kasain. 

arai 

market  gardener. 

arain. 

pirhal 

drummer. 

pirhain. 

sal 

holy  man. 

sain  (rare)  wife  of  sal. 

nal 

barber. 

uain. 

Peculiar  forms  of  caste  feminines  are 

Masculine. 

Feminine. 

khattri 

shop-keeper  (or  caste) 

1.  khatrani 

Malak 

name  of  caste  (Malik) 

.  Malakani 

Isai  or  Asai  or 
Shai  j 


Christian. 


(Asain  or 
Shain 


In  Shai  and  Shain,  the  s  and  h  are  kept  separate,  the  pronun¬ 
ciation  being  nearly  s‘ai,  s'ain. 

5.  Many  common  words  have  the  feminine  formed  from  an 
entirely  different  root  or  in  an  irregular  manner — 

Masculine.  Feminine. 


peo 

father. 

bebbe,  mS 

mother 

puttar 

son. 

dhl 

daughter. 

bhra 

brother. 

bhain 

sister. 

sauhra 

father-in-law. 

sass 

mother-in-law. 

m!£ 

holy  man,  etc. 

biwi 

female  of  the  mlS 
class.  [caste. 

Sayyad 

holy  caste  (Sayyid) 

Sayyadzadi 

female  of  the  Sayyid 

jawal 

son-in-law. 

ntlh 

daughter-in  -law. 

munda 

boy. 

kuri 

girl. 

sahn 

bull. 

gS 

cow. 

PANJABI  OBAMMAB. 


270 


Masculine.  Feminine. 


tlth 

he-camel. 

daci 

she-camel  (or 

uthni.) 

san^a 

buffalo-bull. 

majjh 

buffalo-cow.  sandh 
means  barren. 

ohatra 

ram. 

bhed 

ewe. 

tattft 

pony-horse. 

tair 

pony- mare. 

fi^ndha 

boar. 

bhnhn 

sow. 

Numbeb. 

Masculine  Nouns. 

1.  Masculines  ending  in  a  consonant  or  in  any  vowel  except 
unaccented  -a  or  S  generally  make  no  change  in  the  absolute 
plural,  e.g.,  ghar  (house),  pind  (village),  kS  (crow),  nai  (barber), 
peo  (father),  tattu  (pony). 

2.  Masculines  ending  in  unaccented  -a  and  participles  ending 
in  -ea  or -a  change  these  endings  to  -e  for  the  nominative  plural. 


Unaccented  -a  becomes  -e. 

Singular. 

Plural, 

ghora 

horse. 

ghore. 

kutta 

dog. 

kutte. 

cahga 

good. 

oahge. 

marea 

struck. 

mare. 

Exceptions — 

bhra 

brother. 

bhra. 

gea 

gone. 

gaie. 

pea 

fallen. 

paie. 

lea 

taken. 

laie. 

reha 

remained. 

raihe. 

deha 

engaged  in. 

daihe. 

Monosyllables  ending  in  -a  or  -a  and  nouns  of  more  than  one 
syllable  ending  in  a  or  §  with  the  accent  on  the  last  syllable  do 
not  change  for  the  absolute  plural.  Thus  bhra  brother  ;  ghumS 
measure  of  land,  (about  an  acre),  do  not  change. 

Feminine  Nouns. 

3.  Feminines  usually  form  the  absolute  plural  by  adding  &  to 
the  singular ;  if  the  singular  ends  in  -a,  or  -S  they  generally 
add  -wS : — 


PANJABI  GRAMMAR. 


271 


Singular. 

Plural. 

bhed 

ewe. 

bhedS. 

bhain 

sister. 

bhaini. 

gall 

word. 

gall3. 

bill! 

she-cat. 

billi3. 

dhi 

daughter. 

dhla. 

cahgi 

good. 

cahgiS. 

ma 

mother. 

mawa. 

.  Some  femin  ine  nouns,  especially  those  ending  in  -a,  -3  and 

L  frequently  form  the  nominative  plural  bv 

'  adding  -t  instead 

S  to  the  singular 

Singular. 

Plural. 

salah 

advice. 

salahl. 

tankhah 

pay- 

tanl^ahi. 

bala 

calamity. 

balai. 

saza 

punishment. 

sazal. 

zat 

caste. 

zati. 

gS 

COW'. 

gai. 

rat 

night. 

rati. 

kanal 

a  land-measure. 

kanali. 

^angah 

saint’s  tomb. 

khangahi. 

dua 

prayer. 

dual. 

ga,  cow,  very  frequently  has  plural  gaia. 


Most  such  words  take  the  regular  plural  also. 

5.  A  few  feminine  nouns  form  the  absolute  plural  by  adding 
-a  to  the  singular — 


Singular,  Plural. 


hanj 

tear. 

hanjfl. 

khumb 

mushroom. 

khumbfi. 

pihl 

fruit  of  wan  tree. 

pihla. 

wast 

thing. 

wastfi. 

atthar 

tear. 

atthru  (the  a  being  dropped) 

Chill 

rupee  (slang). 

chillU. 

Most 

of  these  words  have  the 

regular  plural  al.so. 

272 


PANJABI  GRAMMAR. 


Case. 

Nominative  or  Absolute  Singular. 

The  absolute  form  of  a  noun  or  adjective  is  used  when  the  word 
is  in  the  nominative  ;  it  may  also  be  used  as  an  accusative,  e.g., 
eh  mera  ghora  we  (this  is  my  horse),  ormera  ghora  laia  (bring 
my  horse). 

In  all  other  cases  (except  in  the  vocative  and  locative  cases  of 
certain  nouns)  the  absolute  form  of  the  noun  or  adjective  is  apt 
tochange  into  what  may  be  called  the  prepositional  form,  regard¬ 
ing  which  the  following  rules  may  be  given. 

Obliqtce  or  Prepositional  Singular. 

( 1)  Feminines,  whatever  be  their  termination,  andmasculines 
ending  in  a  consonant,  or  in  any  vowel  except  unaccented  -a  or 
-a,  usually  undergo  no  change  in  the  prepositional  singular,  e.g., 
bhain  (sister),  cuci  /.  (chicken),  pind  m.  (village),  nai  m. 
(barber),  tattti  m.  (pony),  sarS,  /.  (sarae). 

Masculine  monosyllables  ending  in  -a  or  -a  and  masculine 
nouns  of  more  than  one  syllable  ending  in  -a  or  -a  with  the  accent 
on  the  last  syllable  do  not  change  for  the  prepositional  singular. 

(2)  The  rest  of  the  large  class  of  masculine  words  ending  in 
a  change  it  into  e  in  the  oblique  singular,  thus  making  it  the 
same  as  the  absolute  plural.  Unaccented  -I  becomes  -§. 


Absolute  Singular. 

Oblique  Sin, 

ghora 

horse 

ghore. 

kutta 

dog. 

kutte. 

cahga 

good. 

cahge. 

mia 

holy  man. 

mil. 

Prepositional  Plural. 

The  plural  is  formed  by  adding  a  to  the  absolute  plural  ;  but 
in  masculine  nouns  if  the  absolute  plural  ends  in  a  or  S,  a  ‘w’ 
is  inserted,  and  in  feminine  nouns  the  ending  -a  of  the  absolute 
plural  does  not  change  for  the  prepositional  plural. 


PANJABI  GKAMMAR. 


273 


Absolute  Plural. 

Prepositional  Plural 

mawS 

mothers. 

mawa. 

gaia 

cows. 

gaia. 

galla 

words. 

galll. 

cahge  m. 

good. 

cahgea. 

cahgia  /. 

good. 

cahgia. 

ghar 

houses. 

ghara. 

kutte 

dogs. 

kutteS. 

ghore 

horses. 

ghoreS. 

bhra 

brothers. 

bhrawa. 

na 

names 

n3w3. 

ir'iurals  in  -I  or  -ft  usually  have  the  alternative  form  in  -3  and 
in  the  prepositional  tend  to  revert  to  the  -3  form,  though  -I  and 
-ft  are  not  unknown,  thus  atthrfl,  tears,  prep.  atthrS,  or  atthrfi, 
khangahi,  saints’  tombs,  prep.,  khangahl  or  khangahS. 

The  Agent  Case.' 

The  agent  case,  used  for  the  subject  when  the  verb  is  a  transi¬ 
tive  verb  in  a  tense  expressed  oy  the  past  participle  and  its 
compounds,  is  the  prepositional  form  of  the  noun  without  any 
termination.  Occasionally  ne  is  used  as  a  kind  of  preposition, 
after  the  oblique  form  of  the  noun,  but  not  in  villages. 

peo  kita  the  fa  ther  did  it.  kutte  kita  the  dog  did  it. 

puttar  kita  the  son  did  it.  kutteS  kita  the  dogs  did  it. 

kuri  ne  kita,  the  girl  did  it. 


The  Genitive  Case. 

The  genitive  case  is  formed  by  adding  to  the  prepositional 
form  the  preposition  da.  which  resembles  the  \s  in  English,  but 
converts  the  noun  into  a  sort  of  adjective  declined  like  an  adjec¬ 
tive  in  a,  so  as  to  agree  with  the  following  or  governing  noun  in 
gender,  number  and  case  : — 


Genitive  Preposition. 
^Masculine.  Feminine- 


da 

de 


di 

di 


Number  and  Case  of 
following  noun. 

singular  absolute. 

,,  prepositional,  agen  t 
locative. 


la 


274 


PANJABI  GEAMMAR. 


Masculine. 

Feminine. 

dea 

die 

singular  vocative. 

de 

dia 

plural  absolute. 

deS 

dia 

.,  prepositional,  agent. 

di 

di 

locative. 

deo 

dio 

vocative. 

Examples. 

jane  da  ghora  the 

man’« 

jane  de  ghore  the  man  * 

horse 

horses. 

jane  de  ghore  of  the 

man> 

jan§  dea  ghoreS  of  the  man's 

da.  horse. 

da.  horses. 

jan§  di  ghori  the  man' 

's  mare 

jane  dit  ghoriS  the  man'- 

jane  di  ghori  of  the 

man’s 

mares. 

da.  mare. 

jane  dia  ghoria  of  the  man’s 

jane  di  hatthi  with  the 

■  man’s 

da.  mares. 

hands. 

pind  dio  kurio  0  girls  of 

the  village 


The  Dative  Case. 


The  dative  case,  which  may  also  be  used  as  an  accusative,  is 
formed  by  adding  the  preposition  nfitothe  prepositional  form:-- 


Rxamples. 

ghore  nfl  to  the  horse.  ghoreS  nfi  to  the  horses 

ghori  nfi  to  the  mare.  ghoria  n8  to  the  mares. 

'Phe  Locative  Case. 

The  locative  case  means  to.  at,  rrr  in.  a  place,  time  or  thing,  by 
or  with  an  instrument,  for  a  price, etc.  It  is  formed  as  follows: — 

(1)  A  masculine  in  a  changes  the  a  into  e,  e.g.,  KujrSale,  at 
GujrSwala,  Jandeale,  at  Jandeala;  roti  wele,  at  breakfast- 
time. 

(2)  A  masculine  noun  in  the  singular  ending  in  a  consonant 
either  remain.s  unchanged,  or  adds  e  to  the  root : — 


Examples. 

ghar@  hai  he  is  at  home.  skule  chaliye  let  us  go  to 

school. 


I’AN.IAiJI  GBAM.MAK. 


275 


gb.Br  g§R  bfi  has  home.  Sambreale  raihn-  he-  lives  at 

da  e.  Sambreal. 

Wazirabad  gea  e  he  has  gone  to  Wazirabad. 

Sia^ot  kamm  karda  e  he  works  in  Sialkot. 

(3)  In  the  plural  masculine  nouns  take  -i  as  the  locative  termi¬ 
nation,  plural  names  of  towns  and  villages  oodinfr  in  -e  take 
-i,  except  those  ending  in  -ke  wViieh  take  -ki. 

oh  di  hatthi  by  his  hands.  NattI  in  m'  to  Watt, 

apnl  gharl  in  their  own  house,'.  Wairoki  in  or  to  Wairoke. 

Kularl  in  or  to  Kular.  Aujll  in  or  to  Aujle. 

phabbi  in  or  to  Dhabb.  aUhl  dini  e\  er\  eighthi  da\ 

or  in  eight  days. 

hatthi  baddhl  gulam,  devoted  slave  (slave  with  hands  joined 

in  supplication). 


Most  place  names  which  end  in  a  consonant  and  are  singulai 
have  no  special  locative  form.  Exception.s  are  Panjab,  f.  or  m. 
Hindustan,  m.,  Gujrat,  f.,  Ambarsar,  m.  (Amrihsar),  Sambre¬ 
al,  m.,  Wilait  (Europe,  America)  which  may  add  -e. 

In  the  case  of  names  of  villages  whose  form  does  not  at  once 
decide  whether  they  are  singular  or  plural,  no  rule  can  be  given. 
Each  one  must  be  ascertained  separately.  A  large  number  of 
.such  are  plural,  and  of  these  it  will  probably  be  found  that  nearly 
all  are  names  of  castes  (Musaiman  or  Hindu)  and  conversely  that 
most  names  of  villages  which  are  also  names  of  castes  are  plural. 

(4)  Feminines  take-i  or  -e  as  the  sing.  loc.  termination,  but 
those  in  -i  remain  unchanged .  Some  words  denoting  time  take  -i. 


rati 

at  night. 

shami 

in  the  evening 

dopaihri 

at  midday. 

tasile 

at  the  tahsil. 

Qujrate 

in  Gujrat. 

fajr! 

in  the  morning 

masiti  in  the  mosque  (also 
masit). 

bhatthi  at  the  oven, 
hatti  at  the  shop, 
dhuppe  in  the  sun. 
digarl  in  the  afternoon. 


The  feminine  plural  locative  ending  is  -i,  as  Bagri,  in  Bagria. 
In  some  districts  fem.  plurals  in  iS  change  ia  to  iS  for  the 


276 


PANJABI  GRAMMAR. 


locative,  as  SagriS  and  adjectives  in  agreement  which  would 
have  ended  in  I  also  change  to  i§.  In  numerals  too  we  hear 
cahlii  for  cahll,  wihg  for  wlh,  etc. 

(5)  The  locative  case  is  frequently  used  in  connection  with 
prices,  satti  paisi  for  seven  pice,  pani  rupal,  for  five  rupees. 

(6)  The  locative  is  often  formed  by  means  of  prepositions,  as 
wicc  or  icc,  in  :  na,  to,  utte  or  te,  upon  ;  tS,  from. 

The  Vocative  Case. 

Most  nouns  in  the  singular,  especially  those  ending  in  a  con¬ 
sonant,  may  keep  the  nominative  form  for  the  vocative.  But 
very  frequently  they  have  a  special  form  according  to  the  follow¬ 
ing  rules  : — 

(1)  A  masculine  in  the  singular  makes  the  vocative  by  adding 
a  to  the  prepositional  form,  e.g.:  h.e  saccea  Rabba,  O  true  God  > 
puttara,  O  son  ;  sura,  you  pig  ;  O  Jahan  ^ana,  O  Jahftn 
IGian  ;  an  e.xception  is  bapti,  (rare),  0  father. 

Some  nouns  in  -a  indicating  persons  do  not  take  a  special  voca¬ 
tive  form,  such  are  eaeoa,  uncle,  father  ;  babba,  grandfather, 
uncle,  old  man  ;  mamma,  maternal  uncle ;  dada,  professional 
singer  ;  dadda,  paternal  grandfather  ;  nanna,  maternal  grand¬ 
father. 

bhra,  brother  has  bhrawa  ;  plur.,  bhrawo. 

(2)  A  feminine  in  the  singular  generally  makes  the  vocative  by 
adding  -e.  Many  do  not  change  at  all.  nl  merie  dhie,  O  my 
daughter,  ni  sawie,  O  grey  mare  ;  nl  Tabane,  0  Taban  ;  Karam 
Bible,  O  Karam  Bibi ;  bhaina,  0  sister  ;  (also  bhaine)  bebbS, 
O  mother. 

(3)  The  plural,  whether  masculine  or  feminine,  makes  the 
vocative  by  adding  o  to  the  singular  oblique  form  ;  e.g.,  puttarS, 
O  sons  ;  dhi6,  O  daughters. 

Prepositions. 

All  prepositions  require  the  word  they  govern  to  have  the  pre¬ 
positional  form.  See  under  the  heading  Prepositions,  page  300. 


PANJABI  GRAMMAR. 


■211 


Examples. 

Examples  may  now  be  given  of  the  declension  of  nouns  of 
various  classes.  In  every  case  the  agent,  genitive  and  dative 
are  simply  the  prepositional  with  or  without  the  addition  of  pre¬ 
positions. 

(1)  Masculine  nouns  ending  in  a  unaccented. 


ghora,  horse. 


Case. 


Singular. 


Plural. 


Nominative  . . 

ghora 

a  horse.  ghore 

horses. 

Agent 

ghore 

a  horse.  ghoreS 

horses. 

Genitive 

ghore  da  of  a  horse,  ghorea  da 

of  horses. 

Dative,  Accu 

sative 

ghore  nu  to  a  horse,  ghorea  nfl 

to  horses. 

Vocative 

ghorea 

O  horse.  ghbreo 

0  horses. 

(2)  Ordinary  masculine  nouns  not  ending  in  -a  unaccented. 

ghar,  house. 

Nominative  . . 

ghar 

a  house.  ghar 

houses. 

Agent  . . 

ghar 

a  house.  gharS 

houses. 

Genitive 

ghar  da 

of  a  house,  ghara  da 

of  houses. 

Dative,  Accu¬ 

sative 

ghar  nfl 

to  a  house,  ghark  nft 

to  houses. 

Locative 

ghar  or  ghare  at  a  house,  gharl 

in  houses. 

Vocative 

ghara 

0  house,  gharo 

0  houses. 

bhra,  brother. 

Nominative  .  . 

bhra 

brother  bhra. 

Agent 

bhra 

bhrawa. 

Genitive 

bhra  da 

bhrawa  da. 

Dative,  Accu¬ 

sative 

bhra  nft 

bhrawt  nfl. 

Vocative 

bhrawa 

bhrawo. 

moci,  shoemaker. 

Nominative  . . 

moci 

shoemaker  mod. 

Agent,  Preposi¬ 

tional 

mod 

m5da. 

Vocative 

mocia 

modo. 

278 


KAN.IABI  UKAMMaK. 


(3)  Feiuiiiinc  nouns  ending  in  a  consonant 


bhain,  sister. 

Case. 

Singnlrir. 

Pluiui. 

Nominative.  . 

bhain 

a  sister. 

biiaiut 

sistei> 

Agent 

bhain 

a  sister. 

bhaina 

.sisters. 

(tenitive 

Dative.  Accu¬ 

bhain  da 

of  a  sister. 

bhain  a  da 

of  .sisters 

sative 

bhain  n  fl 

to  a  siste-r 

.  bhaina  nU 

to  sish^r,' 

Vocativt- 

bhain  -a,  -e 

0  sister. 

bhaino 

bhaina 

O  sisters. 

(4)  Feniinim 

■  nouu.s  in  i  — - 

ghori, 

mare. 

Nominative. . 

ghori 

a  mare. 

ghoria 

mares. 

Agent 

ghori 

a  mare. 

ghoriS 

mares. 

Genitive 
Dative,  .Accu¬ 

ghori  da 

of  a  mare. 

ghoria  da 

of  mares. 

sative 

ghori  nu 

to  a  mare. 

ghoria  nQ 

to  mates. 

Vocative 

ghorie 

0  mai-e. 

ghorio 

0  mares. 

To  express  direction  from  6  is  added  to  the  prepositional  singu 
lar ;  8  is  not  added  to  plurals,  but  plural  names  of  villages  add 
-iS,  or  if  ending  in  -e  change  -e  to  -16 — 

k.u,rh6  from  the  cow  house.  KulariS  from  Kular. 

hattiS  from  the  shop  Kujraalefe  from  Gujrawala 

NattiS  from  Xatt.  WairokiB  from  Wairoke. 

MardekiS  from  Mardeke 

Direction  from  may  also  be  expressed  by  the  use  of  the  pre¬ 
position  t6,  th8,  thi — 

hatti  t6.  Wairdkea  t6. 

KuIarS  thi  NattS  tS. 

DlMliNtJTIVKS. 

Diminutives  are  often  formed,  in  the  case  of  inanimate  objects, 
by  changing  a  masculine  into  a  feminine — 


PANJABI  GKAMMAK. 


271) 


Examples . 


cappa 

a  large  oar. 

oappi 

a  .small  oar. 

bhta 

a  large  plant 

biiti 

a  small  plant. 

s5ta 

a  stick. 

soti 

a  small  stick. 

bharohla 

large  mud  recep  ta  cic  bharohll 

small  do. 

for  corn. 

khuh 

well. 

khuhi 

small  well. 

ghara 

large  earthen  ve-ssel.  ghari 

small  ghara. 

sha 

big  needle. 

stli 

small  needle. 

Irregula 

r  diminutives 

are — 

blUa 

a  cat 

biluhga 

a  kitten. 

pattha 

a  kid. 

pathora 

a  .small  kid. 

kutta 

a  dog, 

katura 

a  puppy. 

bakra 

a  goat. 

bagrota 

a  kid. 

^51 

drum. 

^olki 

a  little  drum. 

sanc^a 

buffalo. 

jhota,  katta  small  buffalo. 

majjh 

buffalo-cow . 

jhoti,  katti 

small  buffalo-cow , 

ath 

camel. 

botta,  todda  young  camel. 

kukkar 

cock. 

ciica 

chicken. 

dhagga 

bull. 

waihra, 

calf. 

■waceha.  calf. 

ghdra 

horse. 

wachera 

foa!  (washera). 

oiri 

.small  bird. 

bot 

young  of  small  bird 

Collective  Noun,s. 

katth,  m 

assembly. 

triujan,  /,, 

or  bhohra,  m 

a  spinning- bee 

of  girls  or  women. 

ijjar,  m. 

flock  of  goats  and  sheep. 

wagg,  TO. 

herd  of  cattle. 

dar,  taranda 


flock  of  birds. 


Conxkactions. 

Names  are  often  contracted  e.y  — 

Mhamma  1  .  Fajja,  Fajju  a 

f  *0^  Muhammad — .  "  »  -w  i  -  p„_i 

“®“da  i  PhaiUa,  Phalla  J  ^  * 

BakkH  „  Barkat — .  Jamtl 

JSnnS  „  Ramzan — . 


Nizam — 


280 


I’ANJABI  GRAMMAR. 


Similarly  with  girls’  names. 

TabS,  Tabo,  Taban  for  Mahtab — .  PhaillSfor  Phajjla)  for 

Fazl — . 

Barkate  (Bakke)  Barkat — .  Ishrti  for  Ishwar — . 

Phatto  Fateh — .  KammO  for  Karm — . 

The  second  part  of  the  name  is  left  blank  above,  for  it  is  im¬ 
material.  Thus  Phailla  stands  equally  for  Fazl  Din,  Fazl  Dad 
and  Fazl  Ahmad. 

Doubi.bts. 


Nouns  and  other  words  are  sometimes  extended  by  an  addition 

or  repetition;  the  effect  is  that  of  familiar  reference  to  some- 

thing  well  known  and  sometimes  of  emphasis.  See  p.  .339. 

dana  phakka  grain  of  sorts. 

kail  mukalla  ')  , 

_  V  quite  alone, 
chara  chand  or  chara  mura  j 


lakkar  shakkar 
ukka  mukka 
autra  nikhattra 
dahgar  caukhar 
kitab  shitab 
ghora  shora 
caur  capatt 
(Bhg  pharihga 
cahga  bhala 
gol  mol 

fulani  ,  .  .  dUiihgri 
This  repetition  is  used  with 
bana  u  ke  =  banake 
pucchea  gicchea 


wood  of  sorts, 
at  all  or  altogether 
childless, 
cattle  of  sorts, 
a  book  of  sorts, 
a  horse  of  a  sort, 
utterly  useless, 
crooked. 

all  right,  quite  well, 
ambiguous, 
one  thing  or  another, 
verbs  also  as — 

having  made, 
asked. 


Adjectives. 

Adjectives  ending  in  -a  agree  with  their  nouns  in  gender,  num¬ 
ber  and  case,  and  generally  precede  them.  The  great  majority 
of  adjectives  end  in  the  termination  a  for  the  masculine,  which 
is  changed  to  i  for  the  feminine,  and  are  declined  like  nouns  in  a 
and  i.  Other  adjectives  make  no  change.  Even  with  those 
ending  in  -a  one  often  finds  -e  before  a  noun  for  all  cases,  singu¬ 
lar  and  plural,  except  the  nominative  singular  and  locative 


PANJABI  GKAMMAB. 


281 


plural.  These  adjectives  sometimes,  and  pronominal  adjectives 
generally,  take  -i  for  -I  in  the  loc.  plur. 


cahga  ghora 

Masculine. 

Singular. 

a  good  horse. 

cahgg  ghore  da 

of  a  good  horse. 

cahge  ghorg 

Plural. 

good  horses. 

cahgea  ghorea  da  of  good  horses. 

cahgi  ghgri 

Feminine. 

Singular. 

a  good  mare. 

cahgi  ghori  da 

of  a  good  mare. 

cahgia  ghoriS 

Plural. 

good  mares. 

cahgia  ghoria  da  of  good  mares. 

Note. — The  declension  of  sabbh  (all)  is  peculiar.  In  the 
singular  it  does  not  alter  for  either  gender  or  case  ;  in  the  plural 
it  is  sabbh  (emphatic  sabbhe)  in  the  absolute  case  for  both 
masculine  and  feminine,  and  sabbhnS  in  the  prepositional  case 
(locative  plural  sabbhni). 

Common  adjectives  are — 


wadda 

#  •  • 

big. 

nikka 

little. 

buddha, 

budhra  old. 

nikka 

young. 

lamma 

long. 

chota  or  nikka 

short. 

ucca 

high. 

nlwa 

low. 

caura 

broad. 

saura  or  bhira 

narrow . 

mokla 

roomy. 

saurS, 

non-room}". 

cramped. 

cahga 

good. 

bhaira 

bad. 

wall 

fair,  good. 

rnSra 

poor,  feeble 

sajja 

right. 

khabba 

left. 

bhara 

heavj'. 

haula 

light. 

nawt 

new. 

pur an a 

old 

sajhrl 

fresh. 

bahl 

.stale. 

suahra 

level. 

kuahra 

rough. 

282 


I^AN.IAUI  GKAMMAK. 


ayaua 

saukhi 

m5^ 

akra 

dungha 

siddha 

kala 

ratta 

pila 

bhusla 

tagra 

wadhik 

gilla 

sill  a 

khara 


childisli.  siyana 

easy.  aukhi 

thick.  patla 

stiff  (paste,  efce  .).  dhilla 


deep. 

straight. 

black. 

red 

yellow, 
brown, 
strong 
excessive, 
wet.  'I 
damp.  J 
genuine,  good. 


thSra 
f  (Uiiga 
1  puttha 
citta  or  bagga 
nila 
sawa 
hor 

mara  or  lissa 
kassa 

sukka 

khota 


wise. 

hard. 

thin. 

loose. 

shallow,  little, 
crooked, 
upside  down, 
white, 
blue. 

green,  grey, 
other, 
weak, 
deficient. 

dry. 

counterfeit, 

false. 


Fort.MATlON  ul"  AoJ£CT1VKS. 

Some  adjectives  are  formed  from  nouns  by  the  addition  of  a, 
with  or  'without  an  alteration  in  the  root,  but  many  are  formed 
irregularly. 

.Adjective. 


aukh 

difficulty. 

aukkha 

difficult. 

bhukkh 

hunger. 

bhukkha 

hungry. 

bhar 

weight . 

bhara 

r  cirokna 

heavy. 

of  a  long  time 

cir 

a  long  time. 

(  cirka,  ciraka 

ago. 

late. 

majjh 

a  buffalo. 

majha 

of  a  buffalo. 

gS 

cow. 

goka 

of  a  cow. 

bakra 

goat. 

bakra 

of  a  goat. 

The  affix  -ka  i.s  used  with  proper  names  to  form  adjectives 
signifying  belonging  to  or  connected  with.  It  isadded  tothepre- 
positional  case  of  the  singular.  These  adjectives  are  declined 
like  other  adjectives  in  -a.  Biitekea  wicc  ajj  larai  e,  there 
is  a  quarrel  to-day  among  Buta’s  people,  i.e.,  his  family. 

Bflteka  pind,  Buta’.s  village. 


PANJABI  grammar. 


283 


This  resembles  in  form,  but  not  in,  usage,  the  Urdu  prepo- 
'<ition  ka. 

The  prefix  su-  means  good,  and  ka-  or  ku-  means  bad ;  puttar 
kuputtar  hunde  n§,  mape  kumape  kadi  nehi  hunde,  sons 
are  bad,  parents  never  are  bad;  kucajja,  unsuitable,  improper, 
sucajja,  proper,  suitable. 

Comparison. 

There  are  no  comparative  or  superlative  forms.  To  expres.' 
comparison  the  prepositions  nalS,  than,  and  t6  or  th8,  from,  are 
usedgoverningintheprepositionalcasethenameof  the  thing  with 
which  comparison  is  made,  the  adjective  remaining  in  the  positive 
form.  6h  methS  tagra  e,  he  is  stronger  than  J  ;  meri  kur  i 
nalS  teri  waddi  e,  your  daughter  is  bigger  than  mine  ;  shikre 
nal8  lalli  marl  e,  a  maina  is  weaker  than  a  shikra. 

The  words  waddh,  more  and  ghatt,  less  are  sometimes  used, 
as  eh  waddh  tagra  e,  oh  ghatt  tagra  e,  this  is  stronger,  that 
is  less  strong. 

Sometimes  the  final  a  is  changed  into  era  to  signify  ‘rather, 
like  the  English  ending  -ish,  but  this  termination  frequently 
makes  no  change  in  the  meaning.  When  the  adjective  ends  in 
-ra,  the  r  becomes  r,  and  the  -era  then  becomes  -era. 


Examples. 

Positive.  Comparative. 


mokla 

roomy. 

moklera 

rather  roomy 

oahga 

good. 

cahgera 

rather  good. 

wadda 

large. 

wadera 

rather  large. 

patla 

thin. 

patlera 

rather  thin. 

kassa 

deficient. 

kasera 

a  little  less. 

bhara 

heavy. 

bharera 

rather  heavy. 

mara 

feeble,  weak. 

marera 

rather  feeble. 

nikka 

small. 

nikera 

.smallish. 

mota 

fat. 

mutera 

fattish. 

saura 

narrow. 

surera 

rather  narow. 

eaura 

broad. 

ourera 

broadish. 

lamma 

long. 

lamera 

longish. 

ucca 

high. 

ucera 

rather  high. 

284 


PANJABI  GRAMMAR. 


Positive.  Comparative, 

haula  liglit,  not  heavy,  hulera  lightish, 

tagra  strong.  tagrera  rather  strong. 

Superlative. 

The  superlative  is  expressed  by  making  a  comparison  with  the 
word  “  all”  eh  sabbhnS  t5  nikka  e,  this  is  smaller  than  all,  i.e., 
the  smallest,  oh  sarea  nal5  mara  e,  he  is  the  weakest  of  all. 

For  nalo  or  tB  we  might  have  wiccB,  out  of,  he  is  small  or 
weak  out  of  all,  i.e.,  he  is  the  smallest  or  weakest- 


Numerals. 

The  numerals  are  as  follows: — 


1. 

ikk. 

24. 

cawi,  oawwi. 

2. 

do. 

25. 

panjhi. 

3. 

trai. 

26. 

chabbi. 

4. 

car. 

27. 

satal. 

5. 

panj. 

28. 

athai. 

6. 

ehe. 

29. 

unatti,  unattri. 

7. 

satt. 

30. 

trih,  tih. 

8. 

atth. 

31. 

ikatti,  ikattri. 

9. 

nau. 

32. 

batti,  battri. 

10. 

das. 

33. 

tsti  ortetti,  tetri. 

11. 

yara. 

34. 

cautti  oreaiiti,  cautri. 

12. 

bara. 

35. 

paiti,  paitri. 

13. 

terS. 

36. 

chatti,  chattri. 

14. 

cauda. 

37. 

saiti,  saitri. 

15. 

pandra. 

38. 

athatti,  athattri. 

16. 

sola. 

39. 

untali. 

17. 

satara. 

40. 

cali. 

18. 

athara. 

41. 

iktali. 

19. 

unni. 

42. 

batali,  bbtali. 

20. 

wih. 

43. 

tartali. 

21. 

ikki. 

44. 

cutali. 

22. 

bai. 

45. 

paxtali  panjtali. 

23. 

trei. 

46. 

chatali. 

PANJABI  GRAMMAR. 


285 


47. 

saitall,  (santaH). 

76. 

ohehattar. 

48. 

athtali. 

77. 

.satattar,  sathat- 

49. 

unanja,  unwanja 

tar.* 

or  unwanja. 

78. 

athattar,  athhat- 

50. 

pan  j  ah. 

tar."*' 

51. 

ikwanja. 

79. 

unasl. 

52. 

bawanja. 

80. 

assi. 

53. 

tarwanja. 

81. 

ikflsa. 

.54. 

curinja. 

82. 

beasi. 

55. 

pacwanja,  pach- 

83. 

tirasi. 

wanja. 

84. 

curasi. 

56. 

chiwanja,  cha- 

85. 

panjasi. 

winja. 

86. 

eheasl. 

57. 

satwanja. 

87. 

satasT. 

58. 

athwanja. 

88. 

athasi. 

59. 

unahth. 

89. 

tin  an  awe. 

60. 

satth. 

90. 

nabbe,  nawwe. 

61. 

ikahth. 

91. 

ikanawe. 

62. 

bahth. 

92, 

ban  awe. 

63. 

trehth. 

93. 

tlranawe. 

64. 

cauhth. 

94. 

euranawe. 

65. 

paihth. 

96. 

pacanawe,  panja- 

66. 

cheahth. 

nawe. 

67. 

satahth. 

96. 

cheanawe. 

68. 

athahth. 

97. 

satanawe. 

69. 

unhattar. 

98. 

athanawe. 

70. 

sattar,  shattar.* 

99. 

narinawe. 

71. 

ikhattar.* 

100. 

sau,  sai. 

72. 

bahattar. 

200. 

do  sau. 

73. 

tihattar,  tirhat- 

300. 

trai  sau. 

tar. 

400. 

car  sau. 

74. 

euhattar,  eurhat- 

1000. 

hazar  or  hajar. 

tar. 

100,000. 

lakkh. 

75. 

panjhattar. 

10,000,000. 

karor. 

these 

words  the  h  of  the  syllable  hat  is 

to  be  pronounced  in 

the  deep  way  described  under  Pronunciation.  The  words  resemble  s‘at- 
tar,  sat'attar,  ath'attar,  where  ‘  stands  for  the  Arabic  ‘  ain. 


*286 


PANJABI  GRAMMAR. 


Declension  of  Numerals. 

Cardinal  numbers  have  two  oblique  forms,  prepositional  and 
locative,  which  are  used  before  plural  nouns  in  these  cases. 
The  others  take  the  following  forms  : 

ikk,  one . ikk,  ikki  both  prepositional  and  locative. 

do,  two . dSh 

trai,  three.  .  .trfih,  trefih 
car,  four ...  .cafih 

The  rest  add-a  for  the  prepositional ;  those  already  ending  in 
-a  (11-18)  add  nothing,  those  ending  in  -a  (49,  .'>1— .38)  change  -a 
to  -S.  For  the  locative  -i  is  added,  those  ending  in  -a,  -6,  -i 
change  these  to  -I,  while  unnl  remains  unaltered,  ehe  takes  both 
chi  and  chei,  wih  and  trih  become  w?h  and  trih.  sau  and  sai 
declined  onlv  when  several  hundreds  are  spoken  of. 


Nominative. 

Prepositional 

Locative. 

Meaning, 

satt. 

satta 

satti 

7. 

pandrS. 

pandra 

pandri 

15. 

wih. 

wiha 

w!h 

20. 

panjhl. 

panjhia 

panjhi 

25. 

pan  j  ah. 

panjaha 

panjahi 

50. 

satwanja. 

satwanjg 

satwanj! 

57. 

bahth. 

bahtha 

bahthi 

62. 

nabbe. 

nabbea 

nabbi 

90. 

sau,  sai. 

sauS,  saiS 

sail 

100. 

panjhl  rupal  milea,  it  cost  25  rupees ;  panjS  ghumawS  di 
paili,  a  field  of  five  ghumaos  (acres). 

Above  lOO  the  numbers  are  joined  without  the  copulative,  ikir 
sau  ikk  101,  do  sau  panjhi,  225,  car  sau  unanawe,  489. 

The  first  few  numerals  have  emphatic  forms.  For  the  sake  of 
emphasis  -e  is  added  to  the  cardinal.  Beyond  das,  ten,  this  is 
rare  except  perhaps  for  saUhg,  from  satth,  sixty,  do,  two,  trai, 
three,  che,  six,  insert  w  making  do  we,  traiwS,  chewe.  iirk, 
one,  becomes  ikko.  The  first  four  are  declined. 

Ordinary.  Intensive.  Prepositional.  Meaning, 
ikk.  ikkS.  ikksS. 

d5w6.  d5hS. 


d5. 


one. 

two. 


PANJABI  «Ka:W:VIAH. 


287 


Ordinary. 

Intensive. 

Prepositional 

Meaning 

trai. 

traiwe. 

triuht. 

three. 

car. 

care. 

oauha. 

four 

das. 

dase. 

(none.) 

ten. 

che. 

ohSwe. 

(none.) 

six 

Peasants  generally  count 
hajar,  thousand,  and  lakkh, 
panjS  utte  satt  wiha 
caudS  utte  sau 
chet  utte  che  wiha 
cheS  ghatt  chS  wiha 


by  scores,  though  sau,  hnndrcd 
100,000  are  common. 

—  145  (seven  score  on  five) 

=  114  (a  hundred  on  fourteen) 

—  126  (six  score  on  six). 

=  114  (six  score  less  six). 


OKDlNAnS. 

Ordinal  numbers,  after  the  first  four  are  formed  by  adding  wa 
to  the  cardinal.  All  ordinal  numbers  from  11th  to  99th,  except 
those  from  69th  to  78th,  are  pronounced  with  an  h  which  raise-- 
the  tone,  whether  such  an  h  is  found  in  the  cardinal  or  not. 


paihla 

first 

panjahws 

fiftieth. 

dujja,  dhsra 

second 

trihwa 

thirtieth. 

tri.jja,  tijja,  tisra 

third 

nawwhewa 

ninetieth. 

cautha 

fourth 

sauwha 

hundredth. 

Ninth  is  often  nawS  or  naua 

being  thus  distinguished  from 

nawS,  new. 

These  are  all  adjectives  declinable  like  adjectives  in  a  and  a. 

Ordinal  numbers  are  not  very  much  used  after  the  first  ten  oi 
twelve.  The  accent  is  on  the  syllable  which  is  accented  in  the 
cardinals.  For  reckoning  the  days  of  the  Ramzan  fast  and  for 
the  days  of  Muhammadan  months  generally  a  different  form  i^ 
usually  given  to  the  follo  wing  numbers.  In  more  northerly  di.^;- 
tricts  they  are  common  for  all  purposes.  It  is  to  be  noted  that  in 
all  these  the  accent  is  changed  from  the  first  syllable  to  the  second. 


19  th 

unihwa 

25th 

panjihwa. 

21st 

ikihwa 

26  th 

chabihWH. 

22nd 

bawlhwa 

27th 

satihwS. 

23rd 

24th 

tarwihwa 

cawihwS 

28th 

athihwa. 

In  panjihwS  the  first  h  of  panjhi  is  dropped. 
Tonic  ‘h»  is  omitted  in  60  and  80. 


288 


PANJABI  GRAMMAR. 


Multiples. 

The  first  few  numbers  have  forms  ending  in  -na,  which  are  de¬ 
clinable  adjectives.  Comparison  in  size,  cost,  etc.,  may  be  made 
by  the  use  of  the  vvord  hissa,  part.  For  the  idea  of  frequency  of 
occurrence,  three  times,  four  times,  etc.  wari  or  weri,  time,  is 
employed. 

duna  double.  che  hisse 

trina  treble.  das  hisse 

cauna  four  fold,  trai  wari 

panjauna  five -fold.  car  weri 


si.K  times  (parts), 
ten  times 
three  times, 
four  times. 


mera  dhagga  tere  waihre  nal6  duna  e,  my  bull  is  twice  the 
size  of  your  calf,  eh  oh  de  nal8  duna  nlwS  si,  this  was  twice 
as  low  as  that,  eh  painda  oh  de  nalo  car  hisse  waddh  e,  this 
distance  is  four  times  as  great  as  that,  malwana  trai  weri 
aea,  the  priest  (Muhammadan)  came  three  times. 


Fraciton.ai.  Numbers, 

addha  half.  pauna  a  quarter  less  than 

munna  three  quarters.  dedh  one  and  a  half, 

sawa  a  quarter  more  than,  dhai  two  and  a  half, 
sadhe  half  more  than. 

de^  and  (Uial  are  used  by  themselves  or  with  sau,  hazar, 
wiha  lakkh,  karor  — dhai  lakkh  250,000,  dedh  sau  150. 

pauna  is  used  with  the  numerals  1  to  99  and  sadhe  with  3  to 
99  ; — paune  trai  2|,  paune  trai  sau  275,  sadhe  panjah  50J, 
pauna  ikk  sau  75. 

pauna  and  s§.dhe  agree  with  their  nouns  in  number  and  gen¬ 
der,  paunit  do  wattiS,  1|  wattis  (watti  is  two  ser). 

sawa  is  used  with  all  numbers: — sawa  car,  four  and  a 
quarter,  sawa  sau  125.  detpi,  and  sawa  are  unchangeable. 

Fractions  less  than  a  half  are  expressed  by  means  of  the  word 
hissa,  part.  daswS  hissa,  a  tenth  part,  sattwS  hissa  a  seventh 
part,  pa,  quarter  is  employed  chiefly  for  divisions  of  a  ser  (two 
pounds).  Thus  ikk  pa,  quarter  ser,  (^edh  pa,  three-eighths  of 
a  ser,  addh  pa,  one-eighth. 


PANJABI  GEAMMAK. 


289 


Distributive  Numbers. 

The  idea  of  so  many  each  is  expressed  by  repeating  the  num¬ 
ber.  Hundreds,  thousands,  etc.,  not  foilowed  by  low  ernumbers, 
repeat  only  the  number  qualifying,  others  above  a  hundred 
repeat  the  last  number. 

do  d5,  two  each,  do  do  sau,  two  hundred  each,  do  sau  call 
call,  two  hundred  and  forty  each,  dedh  dedh bazar,  1500  each. 

Pronouns. 


The  personal  pronouns  are  as  follows  : — 


First 

person. 

Second  2>e-rson. 

Third  person. 

I. 

Thou. 

He. 

she.  it. 

Case. 

fSingular. 

Singular. 

i. 

This. 

That. 

•Absolute 

. .  mai 

tfi 

eb,  ab 

6b,  aub. 

Agent 

. .  mal 

tt 

es 

6s. 

Genitive 

. .  mera 

tera 

esda,  ebda 

6sda,  ohda. 

Dative 

. .  menfl 

tenfl 

esnB,  ebuB 

6snft,  obnS. 

Plural. 

Plural. 

Plural. 

Plural. 

Absolute 

. .  asl 

tusi 

eb 

6b. 

Agent 

•  •  d/SHi 

tusS 

ebni 

obna. 

Genitive 

. .  sadda 

tubadda  obnada 

obnSda. 

Dative 

. .  sanB 

tubanfi 

ebnann 

obninB. 

Note. — In  the  third  person,  eb  or  6b  is  used  for  •  he,’  ‘  she  ’  or 
'  it,’  according  as  the  person  or  object  spoken  of  is  near  the 
person  speaking  or  at  some  distance  off. 

For  the  agent  of  the  third  person  esne,  ebne,  osne,  obne,  in 
the  singular  and  ebna  ne,  obnS  ne  in  the  plural  are  rarely 
found. 

The  accent  of  |ubadda  and  tubanfi  is  on  the  second  syllable, 
that  of  all  other  personal  pronouns  on  the  first  Rarely,  how¬ 
ever,  one  hears  the  following  for  the  genitive  and  dative  of  the 
3rd  person  plural  with  the  accent  on  the  second,  enbtda, 
enban^  onbida,  onbSnb. 

When  the  preposition  tB,  from,  etc.,  is  compounded  with  the 
singular  eb,  6b,  the  regular  forms  are  estB,  6stB,  but  edfi,  odB. 
are  extremely  common,  in  fact  are  the  usual  forms  when  the 
19 


290 


PANJABI  GBAMMAB. 


reference  is  to  something  without  life,  and  especially  in  com¬ 
parison  and  in  reckoning  of  time  : — 

edfl  agg3,  hence  forward,  from  this  on,  odfl  agge,  from  then 
on,  eh  odfi  nirs  e,  this  is  inferior  to  that. 

With  the  first  and  second  pronouns  the  forms  are  meth8, 
teth8,  sathC,  tuhathS. 

For  emphasis  i  or  hi  is  added  to  the  pronouns  ;  if  a  preposi¬ 
tion  is  used,  it  precedes  i  or  hi.  If  the  previous  syllable  con¬ 
tains  a  nasal  the  particle*  of  emphasis  become  I  or  hi. 

Tlie  following  additional  forms  are  found  for  emphasis  ; 
maihye,  for  malhi,  trig  for  tflhi.  For  the  third  personal  pro¬ 
noun  singular  ese,  ose,  are  common,  ese,  ose,  precede  a  pre¬ 
position,  as  ese  da,  ose  nfi.  Tt  is  the  usual  form  for  the  agent, 
ose  (httha,  he  saw. 

In  the  nominative  we  get  ehwai,  ih6,  ehoi  and  hho,  hha, 
ohwai.  In  some  districts  ekha,  eWial,  o^a,  ottSiare  used. 
These  too  are  emphatic. 

wl  also  is  added  to  the  pronouns,  giving  rise  in  the  case  of  ma! 
and  t8.  to  the  contractions  mawl,  mamml,  tuwl,  tuml,  while  mal 
wi  and  tQ  wi  are  sometimes  heard. 


Interrogative  Pronouns. 

Interrogative  pronouns  are  as  follows  ; — kaun,  who,  ki,  what. 


Singular. 

Nominative  . .  kaui^i. 

Agent  . .  kis  or  kin. 

Genitive  . .  kihda  kisda, 
etc. 


Plural.  Only  singular, 
kaun.  ki. 

kinhS.  none. 

kinhS  da,  kahda,  kasda, 

etc.  etc. 


rfae  following  table  gives  the  most  common  pronominal  forms  : 


■30 


a 

a 


£3 

lO 


PANJABI 

GRAMMAR. 

291 

o 

(h 

i 

3 

r. 

kinnwa 

ce  se 
-a  -3 

>  A 

jinnwa 

mu 

00 

c; 


0)  ^  o  • 
2  ^ 

— 


icd 

ice 


<D 

Jad  ■ 


N 


>, 


ce 

3 


3 


<£> 

>4-> 

D 


O 

CO 


'S  io  .'® 

;9  J3  'O 

.'3,  -fl 

ice  ,r^ 

10  10 

03  3 

2  5y.‘ 

*—  cw. 

o 

iS  2^ 

2  .gr 

— ■ 

i3  ice 

ice 

t:)-  t)- 

t3* 

Ti-  '0- 

10 

KC  lO 

Jii 

3  ice  ^ 

2  -c  ^ 

o  ^ 

“  3  o 

ice 

fl 


X3 

w 

lO 


O  ro 
0 


X 

O 

oiT 

lO 


<4^ 

ce 

-C 


cc 

•rt 


iCS 

0 

0 


»ce 


ce 


o 

c 


0) 

■ct  « 


>:6  iph 

KD  io 


&C 


»CS 

T3- 

T3- 

i(D 


O 


•ci 

a 

a 


I® 


10 


X  Css  5*3 

S  . 

— <  •?>  ice 


o 

-a 


i  C  ^  ®  I 

3  O  fi  o  § 

O  =S  ro 


1  -O 

1  c 

,3 

•M* 

0 

ce 

»r-» 

ice 

-a 

0 

ce 

r£3 

IfH 

lO 

•pH 

»o 

10 

to 

3 

3 

3 

o 

•r^ 

3 

3 

O 

a 

o 

&H 

cu 


au 

(O 

ce 


0) 

‘-S 

cd 

CO 

O 

S 

0) 

T3 

Sh 

cd 

o 

s?; 


<3:> 

> 

c8 

•S 

w 


O) 

T3 

ce 


•<s» 

'O 


C?:» 

a 


•  O) 

o  > 

s 

^  cd 
^  W) 
fi 


> 

"c 


<D 

"3 

<« 

0 

T3 

3 


1  some-  definite), 

kujjh  J  thing. 


292 


PANJABI  QRAMMAH. 


Other  Pronominal  Forms. 


koi  and  jo  are  declined  as  follows  : — 


Singular. 

O 

Plural. 

Nominative 

koi 

koi 

Oblique 

kise 

not 

Nominative 

jo 

jo. 

Oblique 

jis 

jinha. 

some  one,  an3mne. 
found. 


In  addition  to  the  forms  here  given  for  the  oblique  singular  of 
kaun  and  jo  the  following  are  found — kih,  jih.  Thus  we  get  not 
only  kisda,  kisn3,  jisda,  jisnfi  but  also  kihda,  kihnii,  jihda, 
jihnfi  The  agent  is  kis,  kisne  or  kihne,  jis,  jisne,  jihne,  but 
not  kih  or  jih  alone. 

eho  jeha 
eho  jehi 
uh6  jeha 
uho  jehl 
ajeha  kajeha 
ajehi  kajehi 

hor,  has  hor  or  hori  in  sing,  oblique  ;  in  the  plural  it  has 
nominative  hor,  agent  and  prepositional  horna,  locative  homl. 

The  word  horl  {ohl.  horS)  is  used  in  the  plural  in  a  curious  way 
as  a  sign  of  respect  for  a  third  person,  somewhat  like  sahb  or 
Ji- — nominative  hori,  agent  and  prepositional  horS. 

mere  bhra  hori  ae  nl  my  brother  has  come. 

Natthu.  hora  akhea  Natthu  said. 

hori,  hora,  can  never  take  the  accent,  so  bhra  hori  is  pro¬ 
nounced  almost  like  bhraori,  with  raised  tone. 

jeha  (/em.  jehi)  is  used  after  an  adjective  to  mean  ‘a  little,’ 
‘rather,’  e.g. — 

citta  jeha  watta,  a  whitish  stone. 

sara  is  used  with  a  slightly  emphatic  sense  after  some  adjec¬ 
tives  signifying  big  or  much,  wadda  sara,  decidedly  big  ;  edda 
sara,  so  big. 

ape,  api,  apfi,  apb,  apei,  self,  both  in  absolute  and  agent,  e.g. — 
mai  ape  gea  I  went  myself. 

6s  ape  kita  he  did  it  himself. 


m. 

/.  f 

m.  ) 


^  the  same  as  this. 


the  same  as  that. 


I  so  so  (i.e.  inferior). 


I’AN.IABI  ('KAMMAK. 


293 


The  genitive  is  apna,  own,  and  the  locative  plural  is  ap©  wicc, 
apo  wicc,  among  themselves.  The  distributive  of  apna  is  apna 
apna,  apo  dhapna,  apo  apna  : — ap5  dhapni  marzi  or  apni 
apni  marzi,  each  one’s  wish. 

hamatar  means  people  like  us,  tumhatar,  people  like  you,  a.s, 
tumhatarS  waste  saukha  e,  hamatara  waste  aukha  e,  it  is 
easy  for  people  like  j'ou,  difficult  for  people  like  us. 

The  following  pronominal  adjectives  should  be  noted,  sabbh 
all,  emphatic  sabbhe,  sabbho,  all  of  them,  prep.  sabbhnS,  loc. 


sabbbni. 

Nominative  plural. 

Prepositional. 

Meaning. 

kai 

kail. 

some. 

baze 

bazel 

some. 

baubt,  bauhte 

baubtel 

many. 

bahle 

bahlea 

many. 

cokhg 

cokbea 

many. 

bare 

barel 

many. 

ghatt 

ghatti 

few. 

ikkna,  used  in  the  prepositional  plural,  but  not  found  in  tlie 
nommative,  means  some. 

Of  the  above  it  will  be  seen  that  balile,  cokhe,  bare  are  simply 
the  plural  of  the  adjectives  bahla,  cokha,  bara. 

ghatt  waddh,  few  more,  more  or  less,  is  generally  used  to  mean 
few,  or,  as  an  adverb,  very  little. 

Compound  pronouns  are  jo  koi,  jehra  koi,  whoever,  declined 
regularly,  but  always  in  the  singular. 

koi  koi,  few;  always  singular. 

koi  na  koi,  some  one  or  other,  koi . .  koi,  (singular)  some . . 
others,  bar  koi,  jehra  koi,  every  one  (bar  is  not  declined) ;  koi 
neld,  no  one. 

kujjh  na  kujjh,  something  or  other,  kujjh  nebi,  nothing. 

kujjb  kujjh,  a  little. 

hor  is  often  used  with  the  sense  of  ‘else,’  as  bor  k5i,  someone 
else,  hor  ki,  what  else,  h6r  kaun,  who  else,  hor  ki  is  frequently 
contracted  to  bor,  thus  te  h5rP  what  else  ?  i  e.,  what  else  could 
it  be  ?  what  else  would  you  expect  ? 


I 


294 


I’AN.IAlil  GKAJIMAK. 


-§  -§ 

,£5  43  il* 
>0  ic6  les  is 
IS  44  J4 


4>  I  im  _■  5 

J  llsllli 


IS  S  -S  s 
»©  I©  •©  *o 


•  ^  C“- 

C 


©  . 
<C  IF^ 

S  fl8 
lO  ce  P4 

•F-S  O 
«pH  '*5  ’F^ 

44  ■£44 


CCS 

’=i  ; 

O  10) 


10) 


<11 


^  ® 
'©  .-H  j2  •-• 
^  c3  10  ® 

49  ^  4^ 
49  49  'g  -jH 
»|H  'F^  'F^  M 
•F^  ‘F^  ‘F^ 


O’ 

pC 


0 

03 

5  ® 

sa 


a: 


© 

u 

o;* 


© 


© 

© 


© 

© 


© 

£ 


9:1 

;p 

X 

X 

< 


© 

© 

C3 


I©  fH 

^d  08 

4d  4a 
lO  ^ 


c 

c3 


1®  ,-< 

■a>  F.4 

.0  1:8 

43  « 

4*  4^ 

4^  4d 

4d  4d 

■O  lO 

44  44 

t5 

ee 

4^ 

© 

fi- 


<jO  S 
-o  -  « 

O  w 


no 


M 


(©  f-4 

fd  08 

4d  4d 


© 


^  cd 


5  ® 

CS  -= 

S  & 

44 


•O 

44 

o ' 


0)  0) 
a  a 

o  o 

at  at 


;§^  a  a 

«  44  ‘-S  43 
44 


C£ 

9 

X 

4d 


c 

JE 


(C 

£ 


*.S« 

^•g 

cgS 

03 


«lcS 
-  43 

-'lc3  ^ 

C-  ti-  ^  h  h  03 

o3  08  o4  sS  -  •*^ 

44  44  44  44  44  td  oo 

if4  m-4  iiH  B-*  IrH  -fH  -M 

44  44  44  44  44  44  .a 


«8 

43 

..  (H 

h  C3 
o3  •** 

44  09 


CKD 


C 

c 

m 

us 


^  -a 

::i,M 


,  ' - 

V 

— — V" 

a 

. 

0 

• 

®  F- 

X 

X 

c8 

a 

© 

'O 

© 

*3 

w 

-  > 

© 

d 

ce 

M) 

®  .■ 

^  0, 

© 

*42 

Q 

1 

i-« 

IH 

t-(  > 

©  .C 

42 

cd 

c8 

® 

Iz 

4d 

X 

Far 

st 

o 

49 

‘S 

cn 

<£ 

73 

£3 


PANJABI  OKAMMAK. 


295 


Other  common  adverbs  are — 


Advnkbs  of  Fi.a<  i:. 


ore 

urS 

^  hither. 

pare 

parhs 

fartlier  olf,  bey  ond. 

nere 

neaj'. 

dUr 

far. 

agge  oi  agiia 

ahead. 

picche  or  pishS 

behind . 

sahmne 

in  front. 

utte,  uta 

above. 

bhune,  bhue 

on  the  ground. 

urar 

on  this  side. 

par 

on  the  further  side. 

agwe 

ahead. 

pichere  or  pishere 

behind. 

koJ,  kdle 

(dose  b}’. 

heth,  hethS,  thalle 

below. 

nal 

near,  with. 

banne 

outside. 

Anvt'RBS 

OF  Timk. 

jad5,  tadS 

when,  then. 

od5 

then. 

aje 

as  j^et. 

ajj 

to-da}^ 

ajjei 

this-  verv  day. 

kail 

yesterday'. 

bhalke,  kali 

to-morrow. 

parsb  j 

"  the  daj"  before  yesterday 
.  the  day  after  to-morrow. 

cauth 

panjauth 

cheanth 

the  ffturth  dav"^ 
the  fifth  day  ■ 
the  sixth  day  J 

paund  satte  ^ 

paihld,  paihlt,  paihle  j 

.  at  first,  at  once. 

290 


PANJABI  (;rtAMMAK. 


pher 

> 

^  again. 

raur 

orak 

^  at  la<t. 

chOkre,  chekar 

J 

hali 

at  present. 

,ihat,  jhat  pat 

at  (mce. 

dine,  dine 

by  day. 

rati 

by  night. 

shaml 

in  the  evening. 

a  is  Tvari  or  weri  ^ 

;;i.s  pher.' 

ait  wari  or  weri 

^  thi.s  time. 

aitki,  aitka  m'  aitki 

this  time,  this  year. 

ais  sal 

this  year. 

par  or  parii 

last  year. 

parar 

the  year  before  last. 

auade  sal 

next  year. 

agge  nfl 

in  future. 

nitt,  hamesha,  sada 

alw'ays. 

sawele,  sawakte 

early. 

kuwele 

late,  at  the  wrong  time. 

dhammi 

at  dawn. 

jhalahghe 

at  sunrise. 

fajri 

in  the  morning. 

do  paihri 

at  noon. 

wele  sir,  wakat  sir 

in  time,  at  the  proper  time. 

inne  wice 

in  the  meantime. 

The  following  names  are 

common  for  different  daily  times. 

The  time  given  in  each  case 

is  only  approximate  ;  in  some  cases 

it  varies  according  to  the  season  of  the  year : — 

sarghi  wela 

an  hour  and  a  half  before  dawn. 

namaz  wela 

forty-five  minutes  before  dawn. 

dhammi  wela 

dawn. 

muhanjla,  jhusmusra 

time  of  morning  twilight. 

fajr 

morning,  especially  early  morn¬ 
ing. 

PANJABI  <^KA-MMAR. 


297 


waddewela 

m  or  n  i  ng ,  e.s  pecia  1 1  y  ear  I V  m  0  r  n  - 
ing. 

chah  wela  (lassi  wela) 

8  or  9  A.M. 

roti  wela 

about  10  or  11  a..m. 

kula  bhatte  wela 

10  A.M. 

bhatte  wela 

about  11  or  later. 

dopaihr 

middaj'. 

kacci  peshi 

about  1  P.M. 

peshi 

about  2  P.M. 

nikki  digar 

3  P.M. 

digar 

4  or  5  P.M. 

lau(^e  wela 

about  5  P.M. 

sham 

about  sunset. 

tarkala 

about  half  an  hour  after  sunset 

duhghi  sham 

when  full  darkness  sets  in. 

khan  piya 

about  8  P.M. 

sota 

about  9  or  10  p.m. 

rat 

night. 

Other  Adverbs. 
kikan,  kikar,  kikft,  kikanS,  } 


kikara 
jikan,  jikar 


3 


how  ? 


j-  as. 


jiwe 

kiwi 

aiwi 

aho,  akho,  ak,  hs,  a,  haho 

na,  nehi 

aha 

ukka 

ukka 

bnkull 

asl5 

zarur,  jarOr  or  la  jarur 
waddh 

wakkho  wakkh 


somehow,  with  difficuity 

ctnyhow. 

yes. 

not,  no. 
no. 

quite,  thoroughly. 

^  altogether. 

j 

certainly. 

more. 

separately. 


298 


PANJABI  6BAMMAB. 


hai  mat 
jhaw 
jhabde 
jabde 
shitabi 
jaldi 
cheti 
te 

shaid,  shait 
karib 
maslan 
yani 
i,  hi 
khl 

nale 
tadde 

tS,  tai,  tSie 
whala 

ukka  na,  atte  ns 
bi,  wi 
hor 
ghatt 

ghari  muii 

jhate  binde,  jhate  jhute 
bhaft  jhaQ 
ghari  ghari 
masa 
ha  nil 

yoro  yori  f)r  zoro  zori  or 
bado  badi. 
nishahg  or  beshakk 
ward  watti,  wari  wari 
mflh  drSi 
ahmne  sahmne 


oasily. 

quickly,  recently, 
quickly. 

then,  particle  of  emphasis  and 
reasoning. 

when,  for  a  long  time. 

perhaps,  "  T  do  not  know.’ 

nearly. 

for  instance. 

that  is. 

adverb  of  emphasis, 
then,  particleof  reasoning  (used 
only  with  imperat.). 
moreover 

for  that  reason,  then,  in  that 
case. 

particle  of  argument,  all  right 
then, 
not  at  all. 
also,  too. 

more,  otherwise,  what  else  ? 
less. 

j  repeatedly. 

hardly, 
slowly,  softly. 

by  force. 

of  course,  without  doubt, 
by  turns. 

face  to  face. 


PAN.7AJU  GKA.MMAR. 


299 


un 

anyhow,  after  all,  without 

special  reason. 

sahj  ual, 
sahje  sahje 
sahe  sahe 

^  quietly. 

malkri 

quietly,  suddenly. 

accancet 

acancak 

cancakke 

>  suddenlv. 

mundhS 

from  the  beginning. 

palleS 

at  one’s  own  expense. 

(mere)  pete 

in  (my)  responsibility. 

hor  dare 

somewhere  else. 

dhigane 

uselessly,  to  no  purpose. 

Some  of  these  adverbs 

are  the  locative  case  of  substantives  or 

adjectives,  and  others  are  locatives  of  nouns  signifying  time  oi 

place  similarly  used,  ejj. 

, — 

rati  at  night. 

wadde  wele  in  the  morning. 

fajri 

in  the  morning. 

There  is  a  difference  in  usage  between  bara  and  wadda.  Th(^ 
latter  means  big  in  size,  great  in  age  or  dignity,  and  is  not  fre¬ 
quent  in  connection  with  abstract  ideas,  bara  is  used  with 
abstract  nouns  also  in  the  adverbial  sense  of  very  and  in  the 

sense  of  many  or  much. 

wadde  jane  san 

they  were  big  men. 

bare  jane  san 

there  were  many  men. 

ohbare  waddejane  san  they  were  very  big  meji. 

bara  jhallpuna 

great  folly. 

oh  bara  turda  e 

he  walks  much  or  fast. 

Most  adjectives  can  be  used  adverbially,  agreeing  with  their 
noun  or  pronoun,  and  some  are  used  in  no  other  way.  Thus  we 
have  nira,  only,  uceca,  especialU',  dahda,  lit.  severe,  hard,  bara,^ 

great,  sohna,  beautiful. 

.Adjectives  which  do  not  change  their 

form  for  agreement  with  nouns  do  not  change  when  used  as 

adverbs. 

dahdi cahgi  gS 

an  exceedingly  good  cow. 

oh  ticeoi  gei 

she  went  specially. 

:100 


PANJABI  GRAMMAR. 


nira  eh  kamm  nehi  not  only  this  work. 

ghori  bari  sohni  turdl  e  the  mare  goes  ver}’  well  or  prettily. 

Comparison. 

^Adverbsare  compared  in  the  .same  way  as  adjectives.  It  will 
suffice  to  give  examples. 

sareS  wicco  oh  trikkha  turda  e,  he  walks  fastest  of  all. 

kuttire  nal5  bilunga  bauhta  bhajjda  e,  a  kitten  runs  more 
or  faster  than  a  puppy. 

The  absolute  superlative,  oe.,  the  idea  of  very,  exceedingh^  i.‘- 
formed  by  means  of  such  adjectives,  used  as  adverbs,  as  bara, 
dahda,  bauhta,  bahla,  all  of  which  agree  with  the  noun  quali¬ 
fied,  a:id  bauht  which  is  not  declined. 

oh  bahla  turda  e,  Ijc  walks  a  lot. 

oh  bauht  jhalla  we,  he  is  very  mad 

See  also  the  examples  given  above.  Tt  cannot  be  too  clearly 
remembered  that  the  idea  of  intensity  is  never  obtained  by  repeat¬ 
ing  a  word.  Repetition  gives  a  distributive  sense.  See  p.  338. 


Prepositions. 

Someof  the  commonest  prepositions  have  been  given  along  with 
the  nouns.  They  are  repeated  here  with  some  others.  Thev 
are  nearly  alway.s  placed  after  the  noun  they  govern,  as  in  the 
English  forms  henceforth,”  “  therewith,”  “  hereby,”  home¬ 
ward,”  '■  seawards,”  and  the  noun  is  always  put  in  the  preposi¬ 
tional  form.  Some  of  them  are  the  locative  case  of  nouns  and 
govern  the  pi’eceding  noun  with  the  help  of  the  preposition  de, 
of  (feminine  di),  e.g.,  pind  de  nere,  close  to  the  village.  Some 
are  used  both  with  and  without  de,  e.g.,  6s  wal  or  oh  de  wal, 
towards  him.  The  only  prepositions  that  are  declinable  are 
those  of  the  genitive,  da,  de,  deS,  di,  dig  (of),  and  warga,  like, 
which  agree  with  the  governing  noun  in  gender,  number  and 
case  like  adjectives,  warga  is  really  an  adjective.  8ee  joga, 
gocra,  p.  303. 

oh  mere  wargi  e  she  is  like  me. 


ne 


Prepositions. 

by  (for  the  babat  (/.) 

bare  wiec 


} 

i 

} 


about. 


PANJABI  GKAMMAK. 


301 


nft 

to,  for. 

tal 

chS 

'I 

1 

1 

tori 

1 

1 

thi 

tikar 

)>up  to.  as  far  as. 

te 

1 

!>  from . 

takar 

P 

1 

to 

i 

! 

sidha 

) 

-§ 

J 

tikar 

tori 

1 

1 

^till. 

wicc 

in. 

tari 

1 

te 

on.  at,  to  (a 

tai 

place) . 

nere 

near. 

utt@ 

above,  upon. 

mtijab 

according  to. 

kol,  kole 

with,  in  posses¬ 

zabani  (/.) 

by  word  of 

sion  of. 

mouth  of. 

nal 

along  with. 

ure,  urar 

on  this  side. 

bina,  bin 

pare 

beyond. 

bajho 

bijn 

[without,  ex- 

r  cept. 

sane 

sahmne 

together  with, 
in  front  of. 

sawa 

wahgu 

1 

wall,  walls 

! 

>  towards. 

1 

wahgar 

pase 

wahgur 

Mike. 

sehd  if.) 

j 

wahgan 

i 

1 

wishkar, 

between . 

warga 

1 

wickar. 

bar 

' 

heth 

1  below. 

picche 

^behind. 

thalle 

magar 

agge 

before. 

bahr 

outside. 

andar 

inside. 

on  all  sides  of. 

duale 

cufere 

\ 

1 

f- round  about. 

1 

ale  dua^e 

oarcufere 

waste,  wate 

cufer 

J 

lai 

(  for  the  sake  of. 

rahi  (m.  pi.) 

by  means  of. 

^atar  (/.)  ) 

The  above  prepositions,  with  the  exception  of  ne,  nS,  th6,  thi, 
t§,  (when  it  means  ‘  from  ’)  and  -S,  are  added  to  the  genitive  of 
the  first  and  second  pers.  pronouns. 

For  mara  and  sadka  see  below.  Sir,  sar,  see  p.  358. 


302 


PANJABI  ORAMMAR. 


The  tollou  ing  do  not  take  the  preposition  d6  or  di : — ne, 
tai,  tori,  takar,  har. 

Of  those  which  take  the  preposition  sehd,  khatar,  rahl,  babat 
zabani  are  feminine  and  take  di  for  de.  They  are  marked  (/.) 
above. 

Most  of  tliose  which  are  used  with  de  or  di  can  also  be  used 
without  it,  but  the  following  nearly  always  have  it ; — pase,  sehd, 
wishkar,  thalle,  bare,  wicc,  ale  duale  (though  not  necessarily 
the  simple  duale),  khatar,  bahar,  car  cufere,  cufere,  cufer, 
rahl,  urar,  mujab  ;  the  following  rarely  have  de  : — thS,  thl,  t5, 
te  (from),  tikar. 

Sometimes  the  prepositional  affi.x  -8  is  employed  instead  of  d6, 
thus  pindS  pare,  beyond  the  village. 

Similarly  this  8  may  be  added  to  all  prepositions  whose  mean¬ 
ing  admits  the  addition  of  the  idea  of  “  from,’’  thus  ghar  ■wiccO 
aea,  he  came  from  within  the  house,  so  bahr8,  from  outside. 
pioch8,  from  behind,  k6l8,  from  beside. 

This  form  of  the  preposition  (with  *8)  when  followed  by  di 
gives  the  sense  of  “  by  the  way  of,”  thus  wioc8dI  means  by  waj' 
of  inside,  i.e.,  through.  Tt  is  not  clear  what  word,  if  any,  is 
understood.  Probably  it  is  the  locative  form,  rahl,  as  we  have 
merl  rahl,  by  means  of  me,  where  meri  is  loc.  pi.  in  agreement 
with  rahl. 

mSre  k6l8  dl  lahghea  he  passed  close  to  me. 

kurh  de  picoh8  di  gea  he  went  by  way  of  behind  the  cowhouse. 

nereS  di  na  jah  do  not  pass  by  near. 

In  the  case  of  a  few  of  these  still  another  form  is  found  with 
the  same  sense,  -dfl  taking  the  place  of  -8  dl.  This  is  heard  only 
with  kol,  nal,  wicc,  heth,  nere. 

koldtl,  naldd,  wiccdtl,  hethdS,  nerSdfl  have  the  same  mean¬ 
ing  as  kdl8,  dl,  nal8  di,  wiccS  di,  hethS  di,  nSreS  di. 

ha^a  kutta  dh  diS  lattS  de  ^@thd8  gea  the  mad  dog  went 
by  under  his  legs. 

mara  and  (da)  sadka  have  a  peculiar  construction,  marft,  on 
account  of,  is  used  in  reference  to  mental  conditions,  and*  agrees 
with  the  subject,  although  the  preposition  d&  intervenes. 


FANJABl  GKAMMAR. 


:iu3 


dar  da  mara  neh!  aea,  through  fear  he  did  not  come. 

sharm  dis  maria  kuria  kiindia  nehi,  through  shyness  the 
girls  do  not  speak,  de  marea  (indeclinable)  may  also  be  used  in 
all  cases. 

(da)  sadka  also  means  on  account  of,  but  with  a  much  wider 
range.  When  a  noun  is  governed  by  da  sadka,  da  does  not 
change,  with  a  pronoun  da  change.s  to  de. 

peo  da  sadka  on  account  of  tlm  father, 

bebbe  da  sadka  on  account  of  the  mother. 

mere  sadka,  on  my  account,  kih  de  sadka,  on  whose  account. 

Occasionally  with  a  noun,  too.  da  is  changed  to  de. 

Some  nouns  preceded  by  de  are  used  as  prepositions,  as  sababb, 
reason,  thS  place ;  as  ohde  sababb,  on  account  of  him. 

tu  kih  de  tha  kamm  karna  e,  in  whose  place,  insteml  of 
whom  are  you  working  ? 

The  adjective  joga  is  u.sed  as  a  preposition,  and  agrees  with 
the  following  noun.  It  means  tit  for,  .suitable  to,  and  so  simply 
‘  for,’  guzare  joga,  sufficient  for  sustenance  ;  mere  jogi  r5ti 
lea,  bring  bread  for  me.  Similar  is  gocra,  as  tuhadde  gocra 
kamm  e,  there  is  work  for  you  (to  do). 


Con  JUNCTiOMS. 
Common  conjunctions  are  as  follows 


te 

hor 

1  and. 

jekar 

je 

bhSw§ 

although. 

bhawS . .  bhSwS 

^  whether. . 

oahe  cahe 

sagS,  sagS 

on  the  CO] 

nehl  tS 

•otherwise 

kyiijS,  kyfipai 

because. 

pal 

bhai 

1  that. 

yi,  jS 

or. 

:104 

PAX  TAB!  OH  A. MM  A  R. 

yS . . . . ys 
,i2  •  ■  -jS 

^either  ..or. 

na . .  .  na 

neither. . nor. 

par 

but. 

mate,  ceta 

lest,  that  not,  so  that  if 

ke 

or,  that. 

Interjections. 

In  callingtoa  person,  the  translation  of  the  interjection  O  varies 
according  to  the  sex  of  the  person  addressingoraddressed.  These 
forms  of  address  imply  that  each  person  is  addressed  as  tft,  thou. 
5.  5e  man  calling  to  man.  we  woman  calling  to  man. 

e  man  calling  to  woman,  ni  woman  calling  to  vvoman 

Husband  and  wife  avoid  calling  each  other  by  name,  but  if 
possible  bring  in  ason's  name,  usually  the  eldest  son’s  and  less 
frequently  a  daughter’s  if  she  be  the  eldest : — 

Karm  Bashk  Karm  Bakhsh’s  Jhandu  di  Jhandu’s  mother, 
da  caeca.  father.  bebbe. 

he  is  used  in  sorrow,  joy,  or  wonder,  e.g. — 

he  saccea  Rabba  O  true  God, 

he  pak  Parwardigara  O  pure  Oherisher. 

Other  interjections  or  exclamations  are  ; — 


jlwg  ta 

raayest  thou  live. 

Khuda jane 

God  knows. 

ki  nS  leida  e 

what  d’ye  call  it  ? 

majal  e 

impossible !  never  ! 

dhann 

bravo !  blessings  on  ! 

phitt 

curse  on  ! 

hae  hae 

alas ! 

hoe  hoe 

for  shame,  alas ! 

hala 

very  well ,  yes,  indeed !  (surprise) 

hal,  ahi 

expressive  of  displeasure. 

hal  6e 

expressive  of  pain. 

lai 

expressive  of  protest. 

dure 

getaway!  (to  a  dog). 

‘‘ jha” 

“  peekaboo,”  (to  a  baby). 

PANJABI  GRAMMAK. 


305 


fi,  hu 

chir  chir  or  chire. 
jhaw,  cheti,  etc. 
kill  5  ja 
jam  jam 
jam  jam  a 
awl,  awl 

sadke,  balle  ashke, 
sliabase,  shaba. 
balle,  balle,  bai,  bai, 
maWie 
aWie 
oh  jane 

khabre,  ^aure 

hekkha,  wekkhS 

ji  sadke 

sir  matthe  te 

cahga 

shukr  e 

khair  mehr  e  or  Khairi 


don't!  don’t! 

get  away  !  (to  a  cat). 

quick. 

wait  a  bit. 

by  all  means. 

welcome. 

welcome. 

^  bravo. 

astonishment, 
said  I. 

said  he,  they  say. 
it  does  not  matter. 

I  don’t  know, 
expressive  of  incredulity. 

^  by  all  means,  wdth  pleasure. 

very  well,  good 
thanks  bo  (to  God), 
all  is  well,  it’s  all  right. 


mihre 

bismillah  in  God’s  name. 

radd  balal  may  misfortunes  be  far  from  thee, 

dur  balal  J  used  as  a  welcome  by  women, 

bhatth  curse  on,  lit.  to  the  oven  with. 

hekkha,  wekkhS,  are  probably  contracted  from  wekh,  look 
and  ]^a. 

Modes  of  Address. 


The  following  are  frequently  heard  : — 


To  a  friend 
To  a  stranger  .  . 
To  an  old  man 
To  a  father 
To  a  grandfather 
To  a  woman 
To  a  old  woman 
To  a  grandmother 
or  old  woman. 


yar  gall  sun. 

6e  bhaia,  bhalea  loka,  sa!  loka,  miS. 
babba  or  buddhea,  O  old  man  ! 
caeca,  mia  (by  Musalmans),  lalla  (Hindus), 
babba. 

bhain,  sister  ;  mal,  mother, 
bebbe  (mother) ;  mata,  amma. 
mi,  mai. 


20 


306 


PANJABI  GRAMMAR. 


The  Verb. 

Transitive  and  Intransitive. 

Verbs  may  be  divided  into  intransitive  and  transitive  Verbs. 
Tn  a  great  many  cases  an  intransitive  root  has  a  corresponding 
transitive  root,  usuallj'^  formed  by  strengthening  the  vowel  of 
the  root;  and  this  again  can  often  be  turned  into  a  double- 
transitive  or  cau.sal  verb  by  a  further  change  in  the  root. 


Formation  of  Transiiive  Verbs. 

A  transitive  or  double-transitive  verb  is  formed  by  adding 
to  the  root  -a  or  -wa,  the  vowel  of  the  original  root  being 
shortened,  generally  from  a  to  a,  from  e  or  i  to  i,  from  5  or  u 
to  u,  sometimes  otherwise. 


The  root  thus  formed 

usual  inflections. 

becomes  a  new 

verb,  .subject  to  the 

Infinitive. 

-Meaning. 

Transitive  or  Double-  Meaning. 
Transitive. 

mama 

strike. 

marwana 

cause  to  be  struck. 

bhajjna 

run. 

bhajana 

cause  to  run. 

pina 

drink. 

piana 

cause  to  drink. 

bha&na 

turn. 

bhuana 

cause  to  turn. 

cukkna 

raise. 

cukana 

cause  to  raise. 

apparna 

reach. 

aprana 

cause  to  reach. 

pana 

put. 

puana 

cause  to  put. 

dena 

give. 

duana 

cause  to  give. 

Most  of  the  common  roots,  however,  form  their  transitive 
irregularly,  the  vowel  being  generally  strengthened,  and  some¬ 
times  the  consonants  changed. 


Intransitive. 


fnhnitive. 

bhajjna 

tuttna 

paina 

gaihna 


Meaning. 

break. 

break. 

lie. 

be  threshed. 


Transitive. 

Infinitive.  Meaning, 

bhannna  break, 

trorna,  torn  a  break, 
pana  put. 

gahna  thresh. 


PANJABI  GRAMMAR. 


307 


InOnitive. 

Meaning. 

Infinitive. 

(Uiaina 

fall  down. 

dhana 

laihna 

come  down. 

lahna 

laggna 

be  applied. 

lana 

chuttna 

escape. 

chaddna 

wikna 

be  sold. 

wecna 

nikalna 

go  out. 

kaddhna 

warna 

go  into. 

warna 

dubbna 

be  drowned. 

dobna 

turn  a 

move,  walk. 

torn  a 

carhna 

mount,  go  up. 

carhna 

nikkharna 

separate. 

nakherna 

phissna 

be  squeezed. 

phehna 

dissna 

be  seen. 

'  wekhna 

..  dassna 

patna 

l)e  torn. 

parna 

rirhna 

roll. 

rerhna 

rurhna 

be  swept  away. 

rorhna 

sarna 

burn. 

sarna 

dhukkna 

arrive. 

dhona 

auna 

come. 

anwana 

tapna 

be  hot. 

tana 

khussna 

be  seized. 

khohna 

rijjhna 

be  cooked. 

rinnhna 

diggna 

fall. 

degna 

guacna 

be  lost. 

guana 

kharacna 

be  lost. 

kharana 

dhuccna  or 

be  washed. 

dhona 

dhuppna 

cubbhna 

pierce  (needle, 

cobhna 

khubbhna 

thorn). 

stick  (in  mud, 

khobhna 

etc.). 


Meaniag. 
knock  down, 
take  down, 
apply, 
set  free. 

.sell. 

put  out. 
put  into 
<lro  wn. 

make  to  move, 
walk. 

put  up,  cause  to 
mount, 
separate, 
squeeze, 
see. 

point  out. 

tear. 

roll. 

sweep  away. 

burn. 

carry. 

cause  to  be 
brought, 
heat. 

.seize. 

cook. 

cause  to  fall, 
lose, 
lose, 
wash . 

cause  to  pierce. 


cause  to  stick. 


80S 

PANJABf 

GRAMMAR. 

Infinitive. 

Meaning. 

Infinitive. 

Meaning. 

uggharna 

open  (intr.). 

ugherna 

open  (trans.),  es¬ 
pecially  of 

eyes,  mouth, 
fist,  awaking. 

phasna 

be  entangled. 

phasana 

entangle. 

wijjhna 

be  pierced. 

winnhna 

pierce. 

ohirna 

go  to  pasture. 

cherna 

take  to  pasture 

bhijjna 

be  moistened. 

bheSna 

moisten. 

waggna 

be  ploughed. 

wahna 

plough. 

jurna 

be  joined. 

jorna 

join. 

murna 

go  back. 

morna 

turn  back. 

pisna 

be  ground. 

pihna 

grind. 

gujjhna 

be  kneaded. 

gunnhna 

knead. 

traihna 

be  startled. 

trahna 

startle. 

daihna 

be  placed  (bed. 
etc.). 

dahna 

place. 

bajjhna 

be  fastened. 

bannhna 

fasten. 

raihna 

stay. 

rakkhna 

place. 

jammna 

be  born. 

jammna 

bring  fortlv 

young. 

cona 

trickle  through. 

cona 

milk. 

akhna,  say,  has  a  causative  a^wana  with  two  meanings, 
(t)  cause  te  say,  (ii)  be  called  or  named  ;  bolna  has  bulana,  call 
or  cause  to  say. 

Formation  of  Catisal  Verbs. 

Some  difficulties  are  removed  if  one  observes  the  following 
vowel  changes  which  frequently  occur  in  forming  causal  or 
transitive  verbs.  A  double  consonant  becomes  single. 

a  and  ai  become  a  :  balna,  burn,  balna;  traihna,  be  startled, 
trahna ;  so  also  sarna,  be  burnt ;  carhna,  ascend  ;  mama,  die ; 
warna,  enter ;  dhalna,  be  poured  in  mould  ;  uddhalna,  elope  : 
ubbalna,  boil;  paina,  fall;  dhaina,  fall;  laihna,  descend; 
gaihna,  be  threshed ;  daihna,  be  placed  (bed,  etc). 

a  in  second  unaccented  syllable  of  root  sometimes  becomes 
e  :  ukharna,  be  loosened  ukhSrna  ;  so  also  nikkharna,  be  sepa- 


PANJABI  GRAMMAK. 


309 


rated, nikherna  :  uggharna,open(e3'es,etc.),ugherua  ;  uddhar- 
na,  be  ripped,  udherna ;  nibbarna,  be  settled,  naberna ;  the 
double  consonant  of  course  becomes  single. 

i  becomes  e  :  rirhna,  roll,  rerhna  ;  so  also  chirna,  go  to  pas¬ 
ture  ;  girna,  be  turned  (wheel',  etc.)  ;  diggna,  fall,  degna ;  note 
too  wikna,  be  sold,  wecna. 

u  becomes  o :  ghulna,  melt,  gholna ;  so  also  dubbna,  sink, 
dobna ;  murna,  turn  ;  rurhna,  flow  awa}’ ;  oubbhna,  pierce  ; 
khubbhna,  sink  (in  mud,  etc.) ;  jurna,  be  joined;  khurna,  melt; 
note  also  with  change  of  consonant  tuttna,  break,  torna,  trorna ; 
dhukkna,  draw  near,  dhona ;  khussna,  be  seized,  khohna ; 
dhuccna  or  dhuppna,  be  washed,  dhona;  juppna,  be  yoked, 
jona  (sometimes  juttna,  be  yoked,  jotna). 

Thk  Infinitive  or  Verbal  Noun. 

The  infinitive  is  formed  by  adding  -na  to  the  root.  If  the 
root  ends  in  r,  r,  rh  or  rh,  1,  n,  the  termination  is  -na. 


Examples. 


Root. 

Meaning. 

Verbal  Noun 

Meaning. 

ja 

go- 

jana 

going,  to  go,  etc 

bhajj 

run. 

bhajjna 

running. 

lai 

take. 

laina 

taking. 

wekh 

see. 

wekhna 

seeing. 

wah 

plough. 

wahna 

ploughing. 

kar 

do. 

karna 

doing. 

nikal 

go  out. 

nikalna 

going  out. 

khl5 

stand. 

khlona 

standing. 

kha 

eat. 

khana 

eating. 

pi 

drink. 

pina 

drinking 

de 

give. 

dena 

giving. 

marea  ja 

be  struck. 

marea  jana 

being  struck. 

bhau 

turn. 

bhauna 

turning. 

Irregular. 

a 

come. 

auna 

coming. 

naha 

wash. 

nahauna 

washing. 

310 


I'ANJABl  UKAMMAK. 


The  iutiiiitive  may  be  used  as  gerund,  and  as  a  gerundive, 
though  these  names  as  applied  to  Panjabi  are  onlv  approxi¬ 
mately  correct,  and  it  is  difficult  sometimes  to  decide  under 
which  head  to  class  a  particular  use  of  the  infinitive. 

The  gerund  is  declined  by  adding  n  to  the  root  if  the  root  ends 
in  a  vowel  or  a  vowel  followed  by  h,  n  if  the  root  ends  in  r,  r, 
rh  or  rh,  1,  n  and  -an  if  it  ends  in  any  other  consonant.  It  is 
frequently  used  to  express  will  or  necessity,  and  when  so  used 
takes  the  subject  in  the  agent  or  dative  case.  See  further  details 
under  Syntax,  p.  368. 

The  Verbal  Agent. 

(1)  The  verbal  agent  is  formed  by  adding  wala  or  ala  to  the 
obli([ue  form  of  the  verbal  noun  or  infinitive.  This  is  declinable 
like  nouns  in  -a.  taking  -i  in  the  feminine. 


Examples. 


Root. 

Meaning. 

Verbal  Agent. 

Meaning. 

kar 

do. 

karanwala 

a  doer. 

bhajj 

run. 

bhajj  anala 

a  runner. 

pi 

drink. 

pinwala 

a  drinker 

a 

come. 

aunwala 

a  comer. 

de 

give. 

denwala 

a  giver. 

This  verbal  agent  often  expres.'ses  the  idea  that  something 
ought  to  be,  alsothat  something  is  about  to  be.  When  it  has  the 
.sense  of  “ought  ”  it  is  noticeable  that  the  active  voice  is  often 
used  for  the  passive. 

oh  aunwala  we  he  is  about  to  come, 

eh  marammat  karnwala  e  this  requires  mending, 
oh  bhande  saf  karnwale  or  hon-  those  vessels  should  be  cleaned, 
wale  ng 

eh  kapre  dhonwale  nl  those  clothes  need  washing. 

See  p.  373. 

(2)  Many,  but  not  all  verbs,  have  a  second  verbal  agent,  formed 
by  adding-u.  to  the  root.  It  expresses  the  idea  of  one  who  habi¬ 
tually  does  a  thing. 

darna,  fear,  darti  ;  chaddna,  leave,  chaddu.  :  tu  bara  daru 


PANJABI  GKAMMAK. 


311 


admi  §,  your  are  a  very  timid  man,  oh  chaddu  nehi  je,  he  is  not 
one  who  will  leave  or  drop  the  matter. 

There  is  no  rule  for  deciding  what  verbs  may  have  this  form 
of  agent.  When  speaking  jokingly  one  may  use  this  form  with 
verb.s  which  do  not  usually  employ  it. 

The  Present  Participle. 

The  present  participle  of  all  verbs  ends  in  -da,  and  is  declin¬ 
able  like  an  adjective  in  -a. 

All  verbs,  the  root  of  which  ends  in  a  consonant,  simply  add 
-da  to  the  root.  Those  verbs  whose  root  ends  in  a  vowel  or  a 
vowel  followed  by  -h  take  -nda.  With  the  1st  and  2nd  personal 
pronoun  singular  and  with  the  Ist  personal  pronoun  plural  -da  is 
replaced  by  -na,  and  -ne  respectively  in  the  Present  Indicative* 
For  the  feminine  -na  and  -ne  become  -ni  and  -nia. 


Examples. 


Root. 

Meaning.  Present  Participle. 

Meaning. 

mar 

die. 

marda 

djdng. 

tur 

move. 

turda 

moving. 

wik 

be  sold. 

wikda 

being  sold. 

nikal 

come  out. 

nikalda 

coming  out. 

pi 

drink. 

pinda 

drinking. 

jih 

live. 

jiunda 

living. 

laih 

descend. 

laihnda 

descending. 

khlo 

stand. 

khlonda 

standing. 

pai 

lie. 

painda 

lying. 

sau 

sleep. 

saunda 

sleeping. 

bhau 

turn. 

bhai^nda 

turning. 

pia 

make  to  drink. 

pianda 

making  to  drink 

bhaj  a 

make  to  run. 

bhajanda 

making  to  run. 

apra 

cause  to  reach. 

apranda 

causing  to  reach 

kar 

do. 

karda 

doing. 

mar 

strike. 

marda 

striking. 

tor 

make  to  move. 

torda 

making  to  move 

de 

give. 

denda 

giving. 

lai 

take. 

lainda 

taking. 

chadd 

let  go. 

chaddda 

letting  go. 

312 

PAN.1ABI  c;KAMJIAR. 

Root. 

Meaning. 

Present  Participle. 

Meaning. 

wee 

.sell. 

weeda 

selling. 

kaddh 

put  out 

kaddhda 

putting  out 

sar 

Inirn. 

sfirda 

burning. 

mor 

turn. 

morda 

turning. 

bheS 

moisten 

bheonda 

moistening. 

kha 

eat. 

khanda 

eating. 

I  nefiiil/ir. 

wekh 

see. 

wehnda  or  Avekhda  seeing. 

akh 

say. 

ahnda  or  akhda  saying. 

a 

come. 

aunda 

coming. 

naha 

wash. 

nahaunda 

washing 

The  present  participle  is  nsed  with  h5ea,  the  past  participle 
of  hona,  to  denote  a  state. 

nakherda  hoea  in  the  state  of  separating. 


Thu  Past  Participle. 

Past  Participle  in  -ea  or  -a. 

Past  participles  end  in  -ea  or  -a,  and  occasionally  in  both.  It 
is  not  possible  to  give  such  rules  as  will  enable  students  to 
decide  in  every  case  which  form  to  use.  but  the  following  will 
perhaps  be  of  some  use.  (The  presence  or  absence  of  h  makes 
no  difference  to  the  rules.) 

(1)  Irregular  past  participles,  whether  transitive  or  intransi¬ 
tive,  end  in  -a,  not  -ea  :  traihna,  be  startled,  trattha  ;  sihanna, 
recognise,  sihatta  (but  note  sihanea  in  -ea,  a  regular  past 
part.). 

Exceptions:  mama,  die,  moea  :  jana,  go.  gea. 

Slight  vowel  changes  are  not  here  considered  irregularities. 

(2)  The  following  intransitive  verbs  whose  roots  end  in  a 
consonant  have  past  parts,  in  -a : — 

bujjhnd.  be  extinguished  (but  note  the  transitive  bujjhna, 
guess,  solve,  bujjbea) :  lUggna,  fall :  dubbna,  sink  :  juttna,  be 
yoked,  harnessed  :  labbhna,  be  found  (of.  below labbhna,  find): 
laggna,  be  applied,  beg*...- :  patna,  be  tom :  tuttna,  break  ; 
bhajjna,  break  (of.  below  bhajjna,  run) :  (Uiukkna,  draiv  near. 


PANJABI  GRAMMAR. 


313 


The  following  'iitrans.  verbs  have  either  -a  or  -ea  : — 

bhajjna,  run :  bhijjna,  get  wet ;  bajjhna,  be  fastened  : 
dhuccna,  be  washed  ;  gijjhna,  become  accustomed :  rijjhna, 
be  cooked;  rujjhna,  be  busy:  wajjna,  strike;  wijjhna,  be 
pierced  ;  chuttna,  escape  ;  khubbhna,  stick  (in  mud,  etc.)  : 
gijjhna  and  rujjhna  have  also  irreg.  past,  parts,  which  of  course 
end  in  -a,  giddha,  ruddha :  with  bhijjna  -ea  is  rare. 

(3)  All  regular  verbs  with  roots  ending  in  a  vowel,  and  all 
regular  transitive  verbs  (whether  the  roots  end  in  a  vowel  or 
not)  have  pa.st  parts,  in  -ea,  not  -a :  khrana,  lose,  khraea  : 
dhruhna,  drag,  dhruhea. 

E.xceptions:  cubbhna, pierce, cubbha, and cubbhea :  labbhna, 
find,  labbha  and  labbhea. 

Verbal  Roots  ending  in  g,  kh. 

Confusion  is  sometimes  caused  by  the  change  of  g  into  g,  and 
kh  into  The  following  general  rules  will  be  a  guide  ;— 

(1)  Verbs  with  roots  ending  in  a  single  g  or  kh  change  g  to  g 
and  kh  to  kh  in  the  simple  imperative  sing,  (not  in  the  -i  form), 
and  when  d,  k  and  n  (but  not  n)  follow  ;  thus — 

wekhna,  wekhan,  wekhaga,  but  wekh,  wekhda  wekhke, 

wekhea,  wekhna. 

wagna,  wagan,  wagega,  wagi,  but  wag  ja,  wagda,  wagke, 

wagna. 

So  also  akhna,  say. 

Some  people  use  g  throughout  in  wagna  :  others  say  wagke, 
not  wagke. 

(2)  Verbs  with  double  g  or  kkh  tend  to  keep  gg  or  kkh 
throughout :  so  (hggna,  fall ;  rakkhna,  place;  sikkhna,  learn.  It 
is,  however,  not  uncommon  to  say  ra^da,  ral^,  si^da, 
laggna,  begin,  gener  lly  has  past  part.  laga.  likhna,  write, 
bhakhna,  blaze,  do  not  come  under  either  rule.  They  have 
^  in  every  part. 

(3)  Thecausal  forms  have g  and  kh:  wakhana,  show ;  akhwa- 
na,  be  called,  cause  to  be  said ;  siWrana,  teach  ;  raWiana  have 
placed  ;  wagana,  cause  to  flow. 

Exception  :  degna,  make  fall. 


3i4 


PANJABI  GKAMMAB. 


The  causcxl  of  laggna  drops  the  g  altogether,  lana,  attach. 
These  rules  are  not  strictly  adhered  to. 

(1)  The  regular  mode  of  forming  the  past  participle  is  by 


adding 

-ea  to  the  root. 

Examples. 

Hoot. 

Meaning. 

Past  Participle. 

Meaning. 

mar 

strike. 

mare  a 

struck. 

a 

come. 

aea 

come. 

satt 

throw. 

sattea 

thrown. 

tur 

move,  go. 

turea 

moved,  gone. 

wee 

sell. 

wecea 

sold. 

ho 

become. 

hoea 

become. 

(2)  Some  verbs  add  onl 

y  -a  to  the  root. 

Examples. 

Koot. 

Meaning. 

Past  Participle. 

Meaning. 

labbh 

be  obtained. 

labbha  and  labbhea  obtained. 

bhajj 

be  broken. 

bhajj  a 

broken. 

bhajj 

run. 

bhajj  a,  bhajjea 

run. 

(3)  iMany  verbs,  however,  form  their  past  participle  irregu- 

larly. 

Most  of  them  will  be  found  in  the  following  list ; — 

Examfles. 


Infinitive. 

Meaning. 

Past  Participle. 

Meaning. 

laihna 

descend. 

lattha  latthea 

copie  down. 

den  a 

give. 

ditta 

given. 

wekhna 

see. 

dittha  or  wek- 

hea 

seen. 

banuhna 

bind, 

baddha 

bound. 

nassna 

flee. 

nattha  or  nas- 

sea 

fled. 

kharacna 

be  lost. 

kharacea  or 

kharata 

lost. 

khlona 

stand. 

khlota 

stood. 

(^aina 

fall. 

dhattha 

fallen. 

sanjhanna 

recognise. 

sanjhata 

recognised. 

sihanna 

recognise. 

sihata,  sihanea 

recognised. 

PANJABI  OKAMMAK. 


315 


Infinitive. 

Meaning. 

Past  Participle. 

Meaning. 

laina 

take. 

lea 

taken. 

khan  a 

eat. 

khadha 

eaten. 

daihna 

be  placed. 

dattha 

placed. 

daihna 

be  engaged  in. 

deha 

engaged  in. 

traihna 

be  startled. 

trattha 

startled. 

kuna 

speak. 

k5ea 

spoken. 

guacna 

be  lost. 

guacea,  guata 

lost. 

phasna 

be  entangled. 

phatha,  phas- 

ea. 

entangled. 

rinnhna 

cook. 

riddha 

cooked. 

rujjhna 

be  occupied. 

ruddha,  ruj- 

jhea. 

occupied. 

winuhna 

pierce. 

winnhea,  wid- 

dha 

pierced. 

pina 

drink. 

pita 

drunk. 

baihna 

sit. 

baitha 

sat. 

janna 

know. 

jata  or  janea 

known. 

jana 

go- 

gea 

gone. 

pain  a 

lie. 

pea 

lain. 

plhna 

grind. 

pitha 

ground. 

sauna 

sleep. 

sutta 

slept. 

gunnhna 

knead. 

guddha  (gunnhea)kneaded . 

nahauna 

bathe. 

nahata 

bathed. 

karna 

do. 

kit  a 

done. 

mama 

die. 

moea 

dead. 

kohna 

butcher. 

kuttha  or 

kohea 

butchered. 

anna 

(not  used)  bring. 

anda 

brought. 

siflna 

sew. 

sita 

sewed. 

raihna 

stay. 

reha 

stayed. 

gijjhna 

become  accustomed,  giddha,  gijjhea 

accustomed 

The  past  participle  is  used  with  hoea,  the  past  participle  of 
hona,  become,  to  denote  a  state.  With  transitive  verbs  this  is 
passive. 


316 


PANJABI  GRAMMAR. 


dittha  hoea  seen.  phandea  hoea  l)eaten. 

gea  hoea  gone. 

Any  ptAst  participle  may  be  used  as  an  adjective  by  adding 
hoea  to  it,  e.g.,  ujrea  hoea  tha,  a  deserted  place  ;  khadhi  hoi 
roti,  bread  that  has  been  eaten. 

In  the  Sialkot  district  instead  of  the  form  with  hoea  we  find  a 
single  word  made  by  adding  -da  to  the  past  participle,  thus  : — 
phandeada  for  phandea  hoea.  This  has  fern,  phandidi,  nlui . 
phandede,  fern.  phandidiS. 

C(UN j  UN  c  riv i£  Participle  . 

The  conjunctive  participle  is  formed  by  adding  -ke  to  the  root. 

Examples. 

Part.  Meaning, 

bhajjke  iiaving  run,  or  rmoning. 

welrtke  having  seen. 

When  this  participle  is  repeated  to  express  continuance  or 
repetition  -ke  is  omitted  the  first  time,  labbh  labbhke  havini^ 
kept  on  searching  for  it. 

The  Imi'Ekativ  i:. 

(1)  The  ordinary  imperative  in  the  2nd  person  singular 
consists  simply  of  tlie  root  of  the  verb  without  any  termination, 
and  in  the  nlural  is  formed  by  adding  -6  to  the  root. 


Ex'd))} 

inipe.raliL'c. 


Root. 

.Meaning. 

Siecond  perst)n  Second  person 
singular.  plural. 

a 

come. 

a 

•ao. 

kar 

do. 

kar 

karo. 

de 

give. 

de  (also  deh) 

deo  (deho). 

tur 

start. 

tur 

tur  6. 

.!» 

so- 

,ia  (also  jah) 

jao  (jaho). 

PANJABI  GRAMMAR. 


317 


Exceptions. 

Imperative. 


Root. 

Meaning. 

Second  person 
singular. 

Second  person 
plural. 

raih 

remain. 

rauh 

rauho. 

laih 

descend. 

lauh 

lauho. 

pai 

lie. 

pau 

pauo. 

lai 

take. 

lai 

lauo. 

(2)  The  polite  imperative  is  formed  by  adding  to  the  root  of 
the  verb  in  the  singular  -I,  and  in  the  plural  -eo  or  -io.  If  the 
root  ends  in  a  vowel,  the  terminations  are  sometimes  -wl  and 
weo  or  -wio.  It  should  be  noted  that  the  plural  is  always  more 
polite  than  the  singular,  thus  this  form  in  order  of  politeness  will 
l>e  takkeo,  takko,  takki,  takk,  look. 


Examples. 
Polite  Imjjerative. 


Plural.  Meaning, 

takkeo  (-io)  be  pleased  to  look, 
uttheo  (-io)  be  pleased  to  get  up. 
aweo  (-io)  be  pleased  to  come. 

The  plural  polite  imperative  is  often  used  with  je  as  uttheo 
je,  takkea  je. 


Root. 

Meaning. 

Singular. 

takk 

see. 

takki 

utth 

get  up. 

utthl 

a 

come. 

Swi 

Auxiliary  Verb  or  Verb  Substantive. 

As  this  is  used  in  the  conjugation  of  ordinary  verbs  it  is 
now  given  in  its  simple  form  contracted,  the  other  forms  being 
reserved  for  fuller  treatment. 


Singular. 


Present. 


Plural. 


mai  t 

I  am. 

asl  S 

we  are. 

ta  I  (ai) 

thou  art. 

tusi  6 

you  are. 

oh  e  (ai) 

he,  she  it  is. 

oh  nl 

they  are. 

Past. 

mal  st 

I  was. 

asl  sa 

we  were. 

t&  sa'i 

thou  wert. 

tusI  sau 

you  nere. 

oh  si 

he.  she,  it  was 

oh  san 

they  were. 

It  will  be 

seen  that  it  does 

not  varv  for  gend 

or. 

318 


PANJABI  GRAMMAR. 


The  Present  Conditional. 

This  tense  is  formed  in  the  singular  and  second  plural  by 
adding  the  parts  of  the  present  auxiliary  verb  to  the  root.  If  the 
root  ends  in  a  vowel  a  w  is  often  inserted.  It  is  generally  used 
in  a  sort  of  suggestive,  potential  or  conditional  sense,  but  in 
proverbs  and  poetr}'^  it  often  has  the  meaning  of  a  present  tense. 

The  third  plural  is  formed  by  adding  -n  to  the  root  if  the  root 
ends  in  a  vowel  or  a  vowel  followed  by  h,  n  if  the  root  ends  in  r, 
r,  rh,  rh,  1,  n  and  -an  if  it  ends  in  any  other  consonant. 


Present  ConditionQ,l  Active. 


Person.  Singular. 

Meaning. 

Plural.  Meaning. 

First  kara 

I  may  do. 

kariye  we  may  do. 

Second  kare 

thou  maye.st  do. 

karo  you  may  do. 

Third  kare 

he  may  do. 

karn  they  may  do. 

Exceptions. 

Root. 

Meaning. 

Third  Person  Singular. 

pai 

lie. 

pawe. 

lai 

take. 

lawe,  lag. 

sail 

sleep. 

sawe. 

bhau 

turn. 

bhawe. 

Examples. 

mal  ki  kara  ? 

what 

am  !  '  0  do  ? 

mal  mate  marea  jawa  lest  I  be  beaten, 
je  osnfi  akhea  jae  if  it  be  said  to  him. 

The  Past  .Conditional  Tense. 

The  past  conditional  tense  is  formed  (1)  by  using  the  present 
participle  with  inflection  for  number  and  gender  but  not  for 
person,  or  (2)  by  the  use  of  the  present  conditional  with  the 
addition  of  a.  This  latter  constructiorl  is  very  rare  in  the  first 
singular  or  third  plural.  In  the  case  of  (1 )  the  second  sing.  fern, 
ends  in  -ig.  See  Syntax,  pp.  377-380. 


PANJABI  GRAMMAR. 


:il9 


mal  karda 
tQ  kard!§  or 
kardi 
a  si  karde 


I  should  have  done,  (if)  I  had  done, 
thou  {fern.)  wouldst  have  done,  (if)  thou  hadst 
done. 

we  should  have  done,  (if)  we  had  done. 


For  the  second  singular  andthe  second  plural  the  forms  kardS 
(fern..  kardiS)  and  kardeS  (fern,  kardio)  are  extremely  common. 


First 

Second 

Third 


Second  Form. 

rare  kariye  a. 

kari  a  karo  a. 

kare  a  rare. 


The  first  singular  and  third  plural  are  heard. 


Examples. 

je  tu  aundiS  mai  tainfl  denda. 

If  thou  (/.)  hadst  come  T  would  liave  given  thee. 

tusi  na  mandeo  tS  gall  thik  si. 

If  you  had  not  agreed  it  uould  have  been  all  right. 

je  tusi  bhajjo  a  tS  mar  na  khao  a. 

If  you  had  run  you  would  not  I'ave  been  beaten. 

The  Future  Tense. 

The  future  is  formed  by  adding  to  the  present  conditional  the 
termination  ga  or  da.  In  the  first  plural  the  termination  is 
added  to  the  first  singular  of  the  present  conditional,  ga  or  da 
varies  for  number  and  gender  like  an  adjective  in  -a. 


Fuinre  To 

ixe  kar  (do). 

mai  karS  -ga  or  -da 

I  shall  do. 

tu  karl  -gi  or  -di 

thou  (fern.)  wilt  do. 

Examples  of  other  Futures. 

Root.  Meaning. 

Third  Person  Singular  Future. 

mar  die. 

marega. 

jaega  or  jawega. 

320 


PANJABI  GRAMMAK. 


Root.  Meaning.  Third  Person  Singular  Future, 

pai  lie.  paega  or  pawega. 

bhau  turn.  bhawega. 

They  may  also  end  in  -da. 

The  Present  Tense. 

The  present  imperfect  tense  is  formed  as  in  the  English  “  I  am 
doing  ”  by  combining  the  present  participle  (declined  for  gender 
and  number)  with  the  present  tense  of  the  auxiliary  verb  “to 
be.”  The  termination  -da  is  changed  to  -na  for  the  first  and 
second  singular  and  -ne  for  the  first  plural. 

mai  karna  ha  (or  S  or  wS)  I  am  doing. 

Oh  karda  e  he  is  doing. 

Past  Imperfect  Tense. 

The  past  imperfect  tense  is  formed  from  the  present  participle 
by  ailding  the  past  tense  of  the  verb  ‘  to  be.’ 

Examples. 

mai  karda  sa  I  was  doing. 

ttl  karda  sai  thou  wert  doing. 

The  Indefinite  Past  Tense. 

The  indefinite  past  tense  is  formed  by  using  the  past  participle 
without  any  auxiliary  verb. 

(1)  In  the  case  of  intransitive  verbs  the  noun  which  forms  the 
subject  of  the  verb  is  put  in  the  nominative  case,  and  the  verb 
agrees  with  it  in  gender  and  number. 

Examples. 

Indefinite  Past  Tense  Meaning, 

mai  gea  I  went, 

oh  moea  he  died. 

The  .second  often  takes,  -5,  fern.  -iO,  plur.  -o,  fern.  -io.  instead  of 
-a,  etc.:  as,  je  tft  aeO  mai  tainfi  marSga,  if  you  come,  I 


I'ANJABI  GRAMMAR. 


321 


will  beat  you;  je  ttu:  chalis,  if  you  (fern.)  are  going.  See 
Syntax,  pp.  378-380. 

(2)  In  the  case  of  transitive  verbs  the  noun  which  forms  the 
subject  of  the  verb  is  put  in  the  agent  case,  and  the  noun  which 
forms  the  object  of  the  verb  may  be  either  in  the  absolute  form 
or  in  the  prepositional  form  with  the  dative  preposition  nfl.  If 
the  object  is  in  the  absolute  form,  the  verb  agrees  with  it  in 
gender  and  number ;  if  in  the  prepositional  form  with  nfi,  the 
verb  maintains  unchanged  its  ending  in  -a.  The  rule  applies  to 
all  tenses  of  transitive  verbs  formed  from  the  past  participle. 
The  addition  of  nft  usually  makes  the  noun  more  dehnite. 


Examples. 

6s  ghora  dittha  he  saw  the  horse  or  a  horse. 

6s  gh6ri  (UttM  he  saw  the  mare  or  a  mare. 

08  ghoria  ditthis  he  saw  mares  or  the  mares. 

6s  gli6riS  nfl  dittha  he  saw  the  mares  (or,  less  often,  he 

saw  mares). 

For  the  forms  ending  in  -6,  fern,  -i6,  plur  -e6,  fern.  -i6,  see 
.Syntax,  pp.  378-380. 

The  Perfect  Tense. 

The  perfect  tense  is  formed  from  the  past  participle  with  the 
present  tense  of  the  auxiliary  verb  to  be.”  In  the  perfect  and 
pluperfect  tenses  if  the  verb  is  intransitive,  the  auxiliary  agrees 
with  the  nominative,  if  it  is  transitive  it  agrees  with  the  object, 
except  when  the  preposition  nft  is  employed  after  the  object,  in 
which  case  the  auxiliary  is  in  the  third  singular. 


mai  aea  wt 
tusi  ae  6 
us  kamm  kita  e 


Examples, 

Meaning. 

I  have  come, 
you  have  come, 
he  has  done  the  work 


For  “  1  have  come  ”  aeft,  contracted  from  aea  fi  is  often  used, 
but  only  in  addressing  those  who  may  be  spoken  to  as  tfi. 

21 


322 


PANJABI  GRAMMAR. 


The  Pluperfect  Tense. 

The  pluperfect  tense  is  similarly  formed  from  the  past 
participle  with  the  past  tense  of  the  auxiliary  verb  “  to  be.”  It 
should  be  noted  that  in  practice  this  tense  almost  always  has  the 
meaning  of  a  simple  past.  To  express  the  idea  of  a  pluperfect, 
if  it  requires  clear  expression,  some  adverb  of  time  nr  other 
such  word  is  usually  inserted. 

Examples. 

Meaning. 

I  had  gone,  T  went, 
you  had  gone,  you  went, 
he  had  done  the  work,  he  did  the  work. 

CoMPouNu  Tenses. 

Compound  tense.s  are  formed  from  the  present  and  pa.^t 
participles  combined  with  the  auxiliary  verb  hona  (to  become). 


mai  gea  sa 
tusi  gate  sau 
oh  kamm  kita  si 


Examples. 

Meaning. 

oh  kamm  karda  howega  or  he  will  l)e  doing  the  work, 
howeda. 

os  kamm  kita  howega  or  he  will  have  done  the  worl;. 
howeda. 

kardehonge  (they  will  be  doing)  perhaps 

they  do,  or  no  doubt  they  do 


Auxiliary  Verb,  .Substantive. 

Present  Tense  (/  am,  etc.). 

Singular. 

Person.  Contracted  form.  Full  form.  Emphatic  form.  Meaning 


First 

.  .  a 

ha 

hS  wS,  hai 

I  am. 

wS 

Second 

. .  g  (al) 

hai 

hai  wg 

thou  art. 

Third 

. .  e  (ai) 

hai 

hai  wS 

he  is. 

PA>JABI  GRAMMAR. 


323 


Plural. 

Person.  Contracted  form.  Full  form.  .Emphatic  form.  Meaning. 
First  . .  S  ha  hS  wS,  hai  wS  we  are. 

Second  . .  o  ho  hai  6  you  are. 

Third  . .  nS  hain  hain  nl  they  are. 

iVoie  (2). — The  singular  has  another  form  wa,  wS,  we,  with 
emphatic  form  as  above  hawt,  haiwi,  hai  we.  wa  and  w§  are 
used  chiefly  after  the  vowel  a,  as  mal  kira  wa,  I  am  a  worm, 
tft  mera  bhra  wS,  you  are  my  brother. 

A’ofe  (3). — Another,  a  specially  emphatic  form,  is  really  a 
duplication  : — 


First 

Singular. 
h§  I  § 

Plural. 

h§  i  S,  hai  1  S. 

Second  . . 

hai  i  § 

hai  i  6. 

Third 

hai  i  e 

hain  I  §. 

Past  Tense  (7  was). 

Singular. 

Meaning. 

First 

. ,  sa  or  haist 

I  was. 

Second  . . 

. .  sal  or  haisal 

thou  wast. 

Third  . . 

. .  si  or  haisi 

he  or  she  was. 

Plural. 

First 

si  or  haisa 

we  were. 

Second  . . 

sau  or  haisau 

you  were. 

Third 

san  or  haisan 

they  were. 

The  masculine  and  feminine  are  the  same  throughout. 


Passive  Voice. 

( 1 )  The  regular  passive  is  formed  by  using  the  past  participle 
in  -a  with  the  necessary  tenses  of  jana,  go,  the  past  participle 
agreeing  in  gender  and  number  with  the  nominative,  e.g.,  oh 
marea  gea,  he  was  beaten  or  killed ;  kanaka  waddhia  geia, 
the  wheat  was  cut. 


324 


PANJABI  GRAMMAR. 


(2)  A  very  common  way  of  forming  the  passive  is  to  use  the 
root  of  the  verb  with  the  required  parts  of  ghattna.  Thus  to 
express  he  was  killed,  he  will  be  killed,  he  may  be  killed,  one  puts 
the  verb  ghattna  in  the  past,  future,  and  present  subjunctive 
tense,  respectively,  and  prefixes  the  root  mar  of  the  verb 
mSma,  kill,  thus  mar  ghattea,  mar  ghattega,  mar  ghatte. 
This  method  is  used  chiefly  with  those  transitive  verbs  which 
have  not  a  special  intransitive  form.  But  cases  are  found  even 
with  verbs  having  such  forms,  as  pallia  wah  ghattiS  or  wagg 
geiS,  the  fields  have  been  ploughed. 

Examples. 

Active.  Passive. 


Infinitive. 

Meaning. 

Past  Tense. 

Meaning. 

mama 

strike,  kill. 

mar  ghattea  or 
mareS.  gea. 

was  killed. 

■wad<tona 

cut. 

waddh  ghattea  or 
waddhea  gea. 

was  cut. 

bijna 

sow. 

bij  ghattea  or 
bijea  gea. 

was  sown. 

gunnhna 

knead. 

gunnh  ghattea  or 
guddha  gea. 

was  kneaded. 

saddna 

call. 

saddea  gea 

was  called. 

likkhna 

write. 

likkh  ghattea  or 

likkhea  gea. 

was  written. 

pharna 

seize. 

phar  ghattea  or 
pharea  gea. 

was  seized. 

parhna 

read. 

parh  ghattea  or 
parhea  gea. 

was  read. 

Very  occasionally  one 

hears  ghattna  used  in 

the  following 

peculiar  ways  ;  (i)  with  an  intransitive  verb,  as,  naha  ghattea  = 
nahata,  he  washed  himself,  (ii)  in  an  active  sense,  as,  je  oh 
rupayya  dS  ghattS,  if  he  gives  the  rupee.  This  latter  seems  to 
occur  only  with  the  verb  dena,  give.  See  also  under  (4). 

(3)  Many  transitive  verbs,  however,  as  will  be  explained,  have 
a  corresponding  intransitive  verb,  which  has  a  passive  significa¬ 
tion.  Some  of  these  are  given  here  for  convenience. 


PANJABI  GRAMMAR. 


325 


Transitive.  Inlramitive  or  Passive. 


Infinitive. 

Meaning. 

Infinitive. 

Meaning. 

wahna 

plough. 

waggna 

be  ploughed. 

bheSna 

moisten. 

bhijjna 

be  moistened 

khohna 

seize. 

khussna 

be  seized. 

tana 

heat. 

tapna 

be  heated. 

phehna 

squeeze. 

phissna 

be  squeezed. 

sarna 

burn. 

sarna 

be  burned. 

pihna 

grind . 

pisna 

be  ground. 

gunnhna 

knead. 

gujjhna 

be  kneaded. 

Indeed  almost  every  intransitive  verb  which  has  a  correspond¬ 
ing  transitive  root  may  be  said  to  be  a  passive  voice  of  the 
latter. 

(4)  For  tenses  in  which  the  present  participle  is  used  there  is 
still  another  method  of  forming  the  passive  ;  this  is  the  employ¬ 
ment  of  a  passive  present  participle,  the  only  relic  in  these  dis¬ 
tricts  of  the  organic  passive  in  -i.  The  present  participle  passive 
is  formed  by  inserting  -i  between  the  root  of  the  verb  and  the 
termination  -da.  If  the  root  ends  in  -o  or  -a  the  letter  w  is 
frequently  inserted  before  the  -i.  The  use  of  the  present  parti¬ 
ciple  passive  is  conhned  to  the  third  person  singular  and  plural. 
This  participle  is  employed  for  the  most  part  to  express  general 
truths. 

Examples. 

mere  kolO  nehS  jaida  e  I  cannot  go. 

aifi  nehl  karlda  e  it  is  not  done  so,  one  ought 

not  to  do  so. 

pailit  wahidiS  ni  fields  are  ploughed, 

akhida  hunda  si  it  used  to  be  said. 

dfih  hatthi  nal  chukkida  h5wega  it  is  probably  (as  a  rule) 

lifted  with  two  hands. 

but  ohukkea  jawega  it  will  be  lifted  with  two 

hands. 

Occasionally  also  ghattna  itself  receives  a  passive  form  as  in — 
likkh  ghattida  e  =likkida  e  it  is  written  or  one  writes. 

See  p.  xviii  last  8  lines;  p.  xix  lines  3  to  10  from  foot ;  and 
Grammar,  p.  332,  1  to  6. 


826 


PANJABI  GBAMMAK. 


Conjugation  of  Transitive  Verb. 


Root  dass,  show,  tell. 

Infinitive  dassna,  show,  showing. 

agent  dassaijwala,  dassu  (not  used  in  this  particular  verb). 

present  participle  dassda,  showing. 

past  participle  dassea,  shown. 

progressive  dassda  hoea,  in  the  act  of  showing. 

passive  participle  dassea  h5ea,  shown  (or  dasseada  in  Sialkote, 

and  Jammu). 

conjunctive  dasske,  having  shown. 

adverbial  participle  dassdeS,  or  dassdeSi,  while  or  on  showing. 


Tenses  formed  from  the  Root. 
Imferaiive. 


Singular. 


Plural. 


tft  dass,  show, 
(politer)  dassl. 


tusi  dasso,  show, 
dasseo,  or  dasseo  je. 
dasslo,  or  dassid  je. 


Present  Conditional. 

I  may  show,  I  show,  shall  I  show,  etc. 


mal  dassS. 
td  dass§. 
dh  dasse. 


as!  dassiye. 
tus!  dassd. 
dh  dassan. 


Future. 

I  shall  show. 


mal  dassSga  or  dassSda.  as!  dassSge  or  dassSde. 

ta  dassSga  or  dassida.  tus!  dassdge  or  dassdde. 

dh  dassega  or  dasseda.  dh  dassange  or  dassande. 


Tenses  formed  from  the  Present  Participle. 
(1)  Past  Conditional. 

(If)  I  had  shown,  I  should  or  would  have  shown. 


mal  dassda. 

tft  dassda  or  dassdS. 

dh  dassda. 


as!  dassde. 

tus!  dassde  or  dassded. 
dh  dassde. 


PANJABI  GRAMMAB. 


327 


(2)  Present. 


I  am  showing  or  I  show, 
mat  dassna  wi,  dassnt,  as!  dassne  t. 

dassnaeS  ordassna  t. 

ta  dassna  §.  tusi  dassde  o. 

oh  dassda  e.  oh  dassde  ne. 


mai  dassda  sa. 
t3  dassda  sai. 
oh  dassda  si. 


(3)  Imperfect. 


I  was  showing. 

asl  dassde  sa. 
tusI  dassde  sau. 
oh  dassde  san. 


Tenses  formed  froji  the  Past  Participle. 


mai  dassea. 
td  dassea. 
08  dassea. 


(1)  Past  Indefinite. 


I  showed. 

asl  dassea. 
tusa  dassea. 
ohna  dassea. 


(2)  Present  Perfect. 
I  have  shown. 


mai  dassea  e. 
tfi  dassea  e. 
ds  dassea  e. 


asS  dassea  e. 
tusi  dassea  e. 
dhnt  dassea  e. 


(3)  Pluperfect. 

I  had  shown,  I  showed. 

mai  dassea  si.  asS  dassea  si. 

tfl  dassea  si.  tusa  dassea  si. 

08  dassea  si.  ohna  dassea  si 


(4)  Future  Perfect. 

I  shall  have  shown  or  may  have  shown, 
mai  dassea  h5wega  or  howeda.  asS  dassea  howega  or  h5weda. 
tS  dassea  howega  ,.  tusa  dassea  howega  ,,  ,, 

08  dassea  howega  ,,  ,,  ohnS  dassea  howega  ,,  „ 

See  other  compound  tenses  below. 


328 


PANJABI  GRAMMAR. 


Boots  ending  in  a  Vowkl. 

If  the  root  ends  in  a  vowel  there  will  be  slight  changes  or 
alternative  forms.  Thus  with  aprana,  cause  to  arrive,  we  have 
agent  apranwala,  past  participle  apraea,  present  participle 
apranda. 

Imperative  apral.or  aprawl.  apraeo,  apraweo, 

polite  apraio  or  aprwaio. 

Present  ccnd.  apraS  or  aprawa.  apraiye  or  aprawiye. 


apra§  or  aprawe.  aprao  or  aprawo. 

aprae  or  aprawe.  apran. 


Future  . .  apraSga  or  aprawaga.  apraage  or  aprawage. 


apraiga  or  aprawgga.  apraoge  or  aprawoge. 
apraega  or  aprawega.  aprange. 


Present  . .  apranna  wa. 


apranna  e. 
apranda  e. 


apranne  a. 
aprande  6. 
aprande  ni. 


Past  Indefinite. 


mai  turea. 

tfl  turea  or  tureS. 

oh  turea. 


asi  ture. 

tusi  ture  or  ture  6. 
oh  ture. 


Present  J^erfect. 


mai  trurea  wa. 
th  turea  §. 
oh  turea  e. 


asi  ture  a. 
tusI  ture  5. 
oh  ture  nl. 


Pluperfect, 


ma'i  turea  sS. 
tft  turea  sai. 
oh  turea  si. 


asi  ture  sa. 
tusi  ture  sau. 
oh  ture  san. 


PAN.lABl  GRA?.!MAR. 


Future  Perfect. 

mal  turea  howfiga  or  howada.  asl  ture  howage  or  liowSde. 
tu  turea  howgga  ,,  ,,  tusi  ture  howoge  howede. 

oh  turea  howega  ,,  ,,  oh  ture  honge  ,,  honde. 

hona,  be  or  become,  used  also  as  auxiliary. 

Imperative  .  .  ho  ho,  h5w6. 

how!.  howed,  howio. 

Agent  honwala,  Pres.  Part,  hunda  honda,  Pa.st  Participle  hoea. 
Present  Conditional.  .  howS.  howiye. 

hdw§.  howo. 

howe.  hon. 

Future  . .  howaga  or  howada.  howage  or  hdwSde. 

howiga  or  howdda.  hdwoge  or  hdwode. 
howega  or  howeda.  honge  or  honde. 

Other  tenses  are  regular,  thus  mai  hunda,  hunna  wt,  hunda 
sa,  hoea,  hoe  a  wS,  hoea  sa,  hoea  howSga. 

With  the  tenses  of  h5na  compound  tenses  maj'  be  formed. 

mal  dassda  howaga  I  shall  be  showing  or  inay^  be  showing 

mai  dassda  howt  1  may  be  showing. 

max  dassea  howe  1  may  have  shown. 

mai  dassea  howega  I  shall  have  shown  or  may  have  shown. 

mai  dassea  hunda  I  might  have  shown,  ^if)  I  had  shown. 

With  intransitive  verbs  these  last  three  tenses  would  be  as 
follows : — 

mai  turea  howa,  mai  turea  howSga,  mai  turea  hunda. 
They  are  all  regular. 

The  following  will  show  the  chief  changes  for  the  feminine 
Future  . .  mai  dasstgi  or  dassidi,  tft  dassegi  or 

dassidi,  oh  dassegi  or  dassedi. 
as!  dassSgiS  or  dassadiS,  tusi  dassogiS  or 
dass5di§,  oh  dassangia  or  dassandiS. 
Past  Conditional . .  mai  dassdi,  td  dassdi  or  dassdiS,  oh  dassdi, 
as!  dassdla,  tusi  dassdla,  or  dassdio,  oh 
dassdlt. 


PANJABI  GHAMMAK. 


3;{0 


Present  . .  mal  dassni  a,  tfl  dassni  e,  oh  dassdi  e. 

asT  dassnit  a,  tusi  dassdia  6,  oh  dassdia  ng. 

linperlect  dassda  changes  to  dassdi  and  dassde  to  dassdia. 

Past.  In  the  past  tenses  dassea  changes  in  agreement  with 
the  object  to  dasse  for  the  masculine  plural  and  dassi,  dassit 
for  the  feminine  singular  and  plural. 

In  intransitive  verbs  similar  changes  are  made  in  agreement 
with  the  nominative,  thus  turea,  went,  becomes  ture,  turi, 
turia. 

It  will  not  be  necessary  to  give  the  passive  voice  in  full.  It  is 
perfectly  regular.  The  past  tense  of  jana  is  irregular,  but  when 
that  is  known  the  rest  offers  no  difficulty,  jana  makes  its  past 
gea,  plural  gaie,  feminine  gei,  gela. 


pharea  jana,  be  seized. 


Present  Participle 
Past  Participle 
Conjunctive  Participle 
Imperative 

Present  Conditional 
Future 

Past  Conditional 
Present  Indicative 
Imperfect 
Past  Indefinite 
Present  Perfect 
Pluperfect 


pharea  janda,  pharida. 
pharea  gea. 
pharea  jake. 

pharea  jah,  jal,  jawl,  phare  jaho, 
jawo,  jaweo,  jaio,  jawio. 
pharea  jS  or  jawS  or  jaS. 
pharea  jaaga  or  jawSga. 
pharea  janda. 
pharea  janna  or  janna  wi. 
pharea  janda  sa. 
pharea  gea. 
pharea  gea  wa. 
pharea  gea  sS. 


Compound  tenses  may  also  be  formed,  as  mai  pharea  gea 
howaga,  1  may  have  seen  seized. 

The  second  form  of  the  passive,  that  with  ghattna,  is  quite 
regular,  ghattna  is  used  wdth  the  root  of  the  verb. 

mal  phar  ghattaga  I  shall  be  seized. 

mal  phar  ghatti  1  may  be  seized. 

mal  phar  ghattea  I  was  seized  ;  and  bo  on. 


Irukoular  Verbs, 

Among  the  more  common  irregular  verbs  are  the  following  : 


EANJABl  GRAMMAR.  331 


\- 

1 _ 2 

-da. 

■ce 

T3 

• 

■da. 

da. 

da. 

da. 

-da. 

-da. 

■da. 

da. 

■cS  ! 

’bird  singu 
future. 

we  -ga  or 

o 

I6£ 
bo 
1® ' 

& 

t.c8 

w^e  -ga  or  • 

sve  -ga  or  ■ 

1 

Sh 

O 

ice 

bO 

1 

lO 

> 

he  -ga  or  - 

vhe  -ga  or 

whe  -ga  or 

ihe  -ga  or  • 

he  -ga  or  - 

vhe  -ga  or 

i  t-i 

c8 

Qi 

JS 

£> 

ice 

2ce 

OQ 

ce 

OS  CS 

^  pM 

03.  cd 

SI  Si 

oS 

s  1 

1 

i  <t 

i  ^  S 

1  G  O 

. 

, 

. 

to 

lO 

to 

a 

10) 

Si 

d 

Si 

ce 

SI 

to 

ce 

i  ^ 

V  t 

a 

1® 

to 

IIP 

t(X> 

ce 

loT 

to 

to 

to 

X 

S  a 
:  H 

CS 

a 

Si 

Si 

■ce 

io3 

CO 

cd 

Si 

ce 

d 

& 

d 

' 

. 

O) 

, 

• 

!  > 

pC 

ce 

P 

CS 

a, 

a 

H-l 

pan 

1 

bhau 

X3 

ice 

•p^ 

id 

ce 

CO 

ce 

laih, 

bauh 

rauh 

• 

• 

• 

• 

. 

, 

: 

:  ^  & 

,  cl  .2 

ice 

o 

ice 

;C1 

ice 

1 

ice 

G 

ice 

p£3 

!  ce 

CU 

ice 

ffi 

»ice 

pG 

ice 

o 

-M 

SJ 

lea 

4d 

4^ 

ce 

p-H 

43* 

•pH 

ce 

a 

Si 

bO 

00 

Si 

i 

. 

. 

. 

. 

• 

, 

, 

t  Ji 

• 

• 

• 

• 

• 

■ 

a  a. 

ice 

iG 

■o 

G 

G 

i 

!  £t 

Ph  ce 

■ce 

G 

•p^ 

G 

jG 

ce 

janda 

ice 

73 

■G 

•d 

G 

■G 

■o 

G 

pG 

■G 

■o 

G 

SI 

a 

oe 

a 

.G 

Si 

ce 

00 

•pH 

oe 

ce 

ce 

pQ 

•Pi 

oe 

O 

. 

. 

. 

. 

. 

. 

, 

, 

> 

'S 

'S 

■ce 

G- 

•pn 

■G 

G- 

*G 

ice 

ice 

c* 

ice 

ice 

fi* 

ice 

c- 

ice 

tC 

G 

fl* 

G- 

pG 

fp 

G 

a 

H-! 

OS 

ft 

Gl 

pQ 

ice 

QQ 

ce 

r*l 

"ce 

pH 

oe 

pD 

oe 

bC' 

, 

, 

, 

ns 

_g 

'S 

r* 

* 

a 

o 

d 

o 

• 

G 

'g 

e$ 

o 

s 

1 

lie 

tm 

P 

o 

bO 

(D 

p£ 

ce 

•id 

CO 

O 

T3 

sit 

a 

o 

• 

• 

, 

. 

• 

• 

• 

• 

. 

, 

-4-d 

o 

o 

C5 

pai 

ice 

sau 

lai 

laih 

baih 

raih 

332 


PANJABI  GRAMiMAR, 


The  organic  passive  participle  in  ida  is  a  relic  of  a  complete 
passive  inflection.  The  full  passive  still  exists  in  some  dialects, 
thus  we  might  have  ghalina,  to  be  sent,  regularly  conjugated. 
In  ordinary  Panjabi,  however,  the  organic  passive  form  is  found 
only  in  the  present  participle  passive  and  tenses  which  employ 
the  present  participle. 


Compound  V'prbs. 

Compound  verbs  are  of  many  different  kinds  and  are  very 
common.  The  following  are  the  most  frequently  employed. 
They  are  here  divided  according  as  they  are  formed,  with  the 
root,  the  infinitive  and  the  present  participle.  The  expression 
of  habit  doe.s  not  fall  under  any  of  these  headings. 


formed  with  the  root  (see  also  under  5). 


(1)  Einphasi-s  or  thoroughness  or  completeness.  Sometimes 
the  meaning  of  a  verb  is  intensified  by  adding  to  it  the  root  of 
another  verb.  In  such  a  case  the  second  root  only  is  subject 
to  inflection.  The  important  verb,  that  which  gives  the  real 
meaning,  is  kept  unchanged  in  the  root ;  the  other  verb,  which 
adds  the  emphasis,  is  conjugated.  Very  often  no  emphasis  is 
apparent. 


Infinitive, 
mar  chaddna 
mar  sattna 
lellaina 
kar  chaddna 
lea  dena 
tur  paina 
baih  jana 
satt  dena 
a  jana 


Literal  meaning, 
strike-leave, 
strike-throw, 
take-take, 
do-leave, 
take-come-give. 
go-lie. 
sit-go. 
throw-give, 
come-go. 


■Acquired  meaning, 
kill, 
kill. 

take  altogether. 

finish. 

bring. 

start. 

sit  down. 

throw  away. 

come. 


The  root  ca  or  cukk  (lift)  is  often  prefixed  to  another  root  to 
imply  the  suddenness  or  unreasonableness  of  the  action,  e.g.  os 
ca  akhea,  he  up  and  said,  gal  cukk  kad(Uil,  he  up  and 
abused  me. 


PANJABI  GRAMMAR. 


33:} 

(2)  Completion,  to  express  the  idea  of  having  finished  doing 
something.  These  are  constructed  as  in  (1).  There  are  four 
verbs  used,  baihna,  sit,  cukna,  finish,  raihna,  remain,  hatna, 
move  away 

hun  pi  baithe  6  ?  have  you  finished  drinking  ? 

mai  te  akh  cukea  wS  I  have  finished  saying. 

jad  oh  kha  raihnge  when  they  will  have  finished  eating. 

oh  kar  hatea  he  finished  doing. 

The  use  of  cukna  is  copied  from  Urdu,  and  is  therefore  less 
common  in  villages,  cukna  cannot  be  used  alone,  raihna  is 
not  very  common  in  this  sense,  hatna  is  still  less  so. 

(3)  Ability  expressed  by  prefixing  the  root  to  sakna,be  able. 
The  construction  is  as  in  (1)  and  (2).  sakna  cannot  be  used 
by  itself. 

t&  hal  wah  sakna  I  can  you  plough  ? 

Ability  is  also  simply  expressed  by  the  passive  participle. 

tere  kolQ  inna  bhar  nehl  cukkida,  you  cannot  lift  such  a 
weight. 

See  also  the  next  heading 

Verbs  formed  with  the  Infinitive. 

These  may  be  divided  into  two  classes  :  (a)  those  formed  with 
the  infinitive  in  its  prepositional  form,  (b)  those,  which  inflect  the 
infinitive  in  agreement  with  the  object. 

(3a)  Ability.  Prepositional  infinitive  with  the  verb  hona. 
hun  te  mere  kolO  khlon  wi  neh!  hunda,  now  T  cannot  even 
stand,  ajj  nehl  mera  jan  hunda,  I  cannot  go  to-day. 

(4)  Permission.  Prepositional  infinitive  with  dena,  give, 
tenft  puttan  dega,  he  will  let  you  dig.  kanaka  nehl  waddhan 
dittia,  he  did  not  allow  the  corn  to  be  cut. 

(51  Commencement.  Prepositional  infinitive  with  laggna. 
laggna  has  other  senses  and  frequently  it  seems  to  be  meaning¬ 
less. 

oh  kamm  karn  lagga  we  he  has  begun  to  work. 

With  akhna,  say,  it  has  practically  no  meaning,  oh  akkhan 
lagga,  he  said. 


334 


PANJABT  GRAMMAR 


laggna  sometimes  has  a  future  sense  in  negative  sentences 
or  interrogatives  implying  a  negative.  It  then  expresses  an 
emphatic  negative. 

oh  kadS  dheli  watan  lagga,  when  will  lie  change  (i.e.,  he 
will  never  chancre)  the  eight  anna  bit? 
oh  mannan  nehi  lagga,  he  will  not  agree. 

By  prefi.xing  the  root  of  a  verb  to  calna  we  get  the  idea  of  an 
action  commencing  or  about  to  commence.  The  roots  of  turna 
and  calna  when  prefixed  to  paina  suggest  a  similar  idea, 

gaddi  tur  call!  the  train  is  about  to  leave, 

gaddi  tur  pai  the  train  is  leaving,  i.e.,  has  begun  to 

move. 

gaddi  tur  gei  the  train  has  gone. 

mera  bhra  mar  callea  si  ray  brother  was  about  to  die.  nearly 

died. 

mar  gea  he  died. 

See  also  daihna  under  (9). 

(b)  infinitive  agreeing  with  object. 

(6)  Wish,  desire. 

mai  dhar  kadrUini  nehl  cahnda  I  do  not  wish  to  milk  (the  cow, 

etc.). 

do  halla  bananiS  cahnna  wt  I  wish  to  make  two  ploughs. 

(7)  Advisability , duty.  The  passive  participle  of  cahna,  wish, 
is  used  with  the  inflected  infinitive. 

eh  galla  nehl  akhniS  cahidia  nl  one  should  not  say  such 

things. 

menfi  naukar  cahida  e  T  want  a  servant. 

(8)  Necessity.  Infinitive  with  paina  or  hona. 

jana  pawega  it  will  be  necessary  to  go. 

dane  leaune  honge  it  will  be  necessary  to  bring  grain. 

Verbs  formed  with  the  Present  Participle. 

(9)  Progression,  to  express  that  an  act  is  actually  in  progress. 
The  tenses,  chiefly  of  the  present  participle  (but  not  the  past  con¬ 
ditional)  are  employed  with  the  past  participle  of  paina. 


PANJABI  GRAMMAR. 


335 


battla  pels  baldia  ne  lamps  are  burning. 

tukkar  pae  khande  honge  the}^  will  be  having  their  food. 

With  ten.ses  other  than  those  of  the  present  participle  the  idea 
rather  changes  to  that  of  continuance. 

mal  pea  khaSga,  tft  gal  la  pea  kar,  I  shall  keep  on  eating, 
you  go  on  speaking,  pea  hasse,  let  him  keep  on  laughing  (what 
do  I  care  ?). 

daihna  with  the  prepositional  infinitive  gives  the  sense  of  being 
engfiged  in  and  actually  doing  something. 

ror  puttan  deha  hoea  e,  he  is  digging  kankar. 

ajj  oh  kamm  nehl  karde  ?  a  wekha  daihe  hoe  nl,  are  they 
not  working  to-day  ?  Look,  they  are  at  work. 

(10)  Continuance,  present  participle  with  raihna,  see  also 
under  (9). 

oh  mal  carda  reha  he  continued  to  graze  cattle, 
je  tfi  turda  rawhl  if  you  keep  on  walking. 

Instead  of  raihna  we  may  employ  jana  or  less  often  oalna. 
These  have  a  shade  of  meaning  different  from  that  of  raihna. 
They,  especially  jana,  suggest  a  parallel  course  of  action.  Thus 
mai  cokha  cir  parhda  reha,  means  simply  I  read  for  a  long 
time,  whereas  parhda  gea  would  imply  that  I  kept  on  reading, 
while  so-and-so  was  doing  .something  else  (working,  etc.),  mal 
sunanda  jaSga,  tfl  likhda  cal,  I  shall  keep  on  relating,  you  keep 
on  writing  down. 

Continuance  is  expressed  also  by  prefixing  the  root  (with  -i 
added)  to  the  various  parts  of  jana  and  calna. 

sunai  cal,  keep  on  telling  (fire  away  !):  kamm  kari  cal,  work 
away. 

akhi  jah,  keep  on  saying  :  5h  wagi  janda  e,  he  is  keeping  on 
hurrying  away. 

Habit  or  Repetition. 

This  idea  is  expressed  in  different  ways  according  to  the  tense. 
The  second  verb  is  always  karna  for  the  infinitive,  imperative, 
present  conditional  and  future,  and  h5na  for  the  tenses  of  the 
present  participle. 


PANJABI  GRAMMAR. 


(i)  Kama.  Infinitive,  imperative  and  present  conditional  and 
future.  Both  verbs  are  put  in  the  same  tense,  i.e.,  both  are 
infinitive  or  both  imperative,  and  so  on.  For  the  simple 
imperative  singular  see  below. 

jhate  binde  nehi  auna  karna  cahida  e,  one  should  not  make 
a  practice  of  coming  repeatedly. 

tQ  rinnhi  karl  ta  cahgi  gall  e,  if  you  make  a  habit  of 
doing  the  cooking  it  will  be  a  good  thing. 

etthe-na  hassT  karl,  do  not  make  a  habit  of  laughing  here. 

The  imperative  has  a  second  construction — the  past  participle 
with  the  imperative  karna.  This  is  always  used  in  the  case 
of  the  simple  imperative  singular  (i.e.,  the  root),  mere  kol 
bawhea  karo,  make  a  practice  of  sitting  beside  me. 

In  the  future  the  terminations  -ga,  etc.,  of  the  first  verb  are 
omitted,  ma'i  ghalla  kariga,  I  shall  make  a  habit  of  sending. 

(ii)  Hona.  Tenses  formed  from  the  present  participle.  Both 
verbs  in  the  same  tense.  Verb  substantive  never  occurring 
more  than  once. 


mai  masiti  parhda  hunda  sa 
oh  mucchS  nehl  munande  hunde 

je  oh  kadi  ghulda  hunda 
mai  -wehnna  honna  ma. 


lused  to  read  in  the  mosque, 
they  do  not  get  their  mous¬ 
tache  shaved, 
if  he  had  ever  been  in  the 
habit  of  wrestling. 


In  connection  with  the  second  imperative  construction  under 
habit  and  repetition  above  it  should  be  noted — 

(a)  that  the  past  participle  is  indeclinable,  thus  in  bawhea 
karo,  bawhea  remains  unchanged, 

(b)  that  the  past  participle  is  for  this  purpose  always  formed 
directly  in  a  regular  manner  from  the  root  even  though  no  such 
past  participle  is  in  ordinary  use  in  the  verb,  thus  we  have — 

rinnhea  kar  make  a  habit  of  cooking, 

khlowea  kar  make  a  habit  of  standing, 

nahawea  kar  make  a  habit  of  washing, 


where  the  ordinary  past  participles  are  riddha,  khlota,  nahata 


PANJABI  GRAMMAR. 


337 


jana,  go. 

A  note  on  jana  will  perhaps  be  useful.  It  has  three  uses  in 
connection  with  other  verbs. 

(1)  To  form  the  passive,  as  oh  phandea  gea,  he  was  beaten. 
(See  under  passive  voice.) 

(2)  When  joined  to  the  root  of  many  intransitive  verbs  to 
express  completeness,  it  does  not  add  the  idea  of  going — but 
that  may  be  inherent  in  the  root  itself. 

Sometimes  it  is  almost  meaningless,  mukk  jana,  be  finished 
off,  bhull  jana,  forget,  tutt  jana,  break.  The  idea. of  “  going  ” 
IS  absent,  save  in  transitive  verbs,  where  it  is  found. 

(3)  Joined  to  the  contracted  conjunctive  participle  of  verbs 
of  action  it  retains  its  meaning  of  going  or  moving  away.  As  the 
contracted  conj.  part,  is  the  same  in  form  as  the  root,  this  use 
must  be  carefully  distinguished  from  (2).  In  the  case  of  (3)  the 
verbs  are  all  verbs  of  action,  i.e.,they  indicate  a  definite  action, 
and  may  be  either  trans.  or  intrans.  In  the  case  of  (2)  they 
are  not  verbs  of  action.  To  this  statement  there  are  three  excep¬ 
tions.  The  verbs  baihna,  sit,  auna,  come,  though  indicating 
action  fall  under  (2)  and  pina,  drink,  comes  under  both  (2)  and 

(3). 

akh  jana.  tell  and  go  :  wekh  jana,  look  and  go  :  hat  jana, 
go  to  one  side,  nass  jana,  run  away :  sun  jana,  hear  and  go. 
See  also  Syntax  under  Conj.  Part.,  p.  375. 

In  bhull  jana,  forget,  and  a  jana,  come,  there  is  no  idea  of 
“  going.”  pi  jana,  has  two  senses  either  with  (2)  drink  up,  or 
with  (3)  drink  and  go.  Contrast  mukk  gea,  it  is  finished,  and 
muka  gea,  he  has  finished  it  and  gone,  mar  gea,  he  is  dead, 
and  mar  gea  e,  he  has  beaten  him  and  gone. 

(4)  For  phrases  like  dassl  jah,  al^da  jah,  see  Compound 
Verbs  above,  p,  335. 

SYNTAX. 

Order  of  Words. 

The  normal  order  of  words  in  Panjabi  is,  (1)  attribute  of  nomi¬ 
native,  (2)  nominative,  (3)  attribute  of  object,  (4)  object,  (5) 
adverbs,  (6)  verb,  thus,  tera  joridar  ohnS  ahaneS  na  kah  de 

99 


338 


PAN.TABl  GRAMMAR. 


joga  thakda  si?  why  was  your  partner  forbidding  those 
children  ? 

The  flexibility  of  conversational  Panjabi  is,  however,  extra¬ 
ordinary,  and  there  is  hardly  any  order  in  which  the  words  of  a 
sentence  are  not  found.  The  order  changes  according  to  the 
emphasis. 

Thus  for  oh  jane  ki  paie  karde  san  ?  what  were  those  men 
doing  ?  we  may  hear  karde  ki  san  6h  jane  paie? 

Similarly  Dina  te  Gamma  lage  aunde  ni,  Dina  and  Gamma 
are  coming  along,  may  appear  as  aunde  nS  Dina  wi  laga  te 
Gamma  wi  laga. 

sare  rupae  lagg  gaie  san,  all  the  rupees  were  spent,  may 
become  gaie  san  rupae  sare  lagg. 

je  6s  ohnfi  wekh  lea  e  te  bin  puccheS  kaddh  ditta  e,  if  be  has 
seen  him  and  without  inquiring  turned  him  out,  may  be  changed 
to  je  6s  6hnS  lea  e  wekh  te  bin  puocheS  ditta  e  kaddh. 

The  difficulty  lies  in  knowing  how  and  when  to  vary  the  order 
of  a  sentence,  and  only  practice  and  e.xperience  can  solve  the 
problem. 

The  Repetition  of  Words. 

The  repetition  of  words  never  gives  an  intensive  or  emphatic 
sense.  It  indicates  distribution  over  time  or  space,  or  over  a 

number  of  objects,  or  the  English  word  ‘  nice  ’ - “  nice  and 

clean,”  etc.,  “  Thanda  thanda  pani’ - nice  cold  water  sajrl 

sajri  malai — nice  fresh  cream. 

bauht  sare  tagre  tagre  khidaru,  many  strong  (good)  players. 

cheti  cheti  patthe  kutarl,  quickly  cut  up  the  fodder. 

6h  kahla  kahla  turda  e,  he  walks  fast. 

g6d§  gode  (patt  patt,  lakk  lakk)  pani  si,  there  was  water 
up  to  the  knees  (thighs,  waist). 

rah  mass  cappa  cappa  js  gitth  gitth  eaura  si,  the  road  was 
scarcely  a  hand  breadth  or  a  span  broad. 

trai  trai  sagS  car  car  three  each,  nay  rather  four  each. 

jane  jane  di  marzi  each  man’s  wish. 

ji  ji  da  jikan  ji  kare  as  each  person’s  desire  may  be. 

In  each  of  these  examples  it  will  be  seen  that  the  idea  of  the 
repeated  word  is,  as  it  were,  spread  out  over  a  number  of  objects 
or  over  a  period  of  time. 


PA^.)ABI  GRAMMAK. 


330 


The  conjunctive  participle  is  repeated  to  express  repetition  or 
continuance.  Thus  phand  phandke,  having  kept  on  beating  : 
suna  sunake,  having  kept  on  relating  ;  akh  akhke,  having 
repeatedly  said. 

Doublets. 


When  V  ords  are  repeated  in  a  more  or  less  altered  form  one 
of  two  ideas  seems  to  be  pre.sentto  the  mind.  ( I)  a  more  or  less 
jocular  reference  to  something  familiar,  and  (2)  a  spreading  out  of 
the  sense  for  the  sake  of  emphasis.  Tlie  first  case  occurs  when 
the  second  word  is  very  slighth'  altered  from  the  first  and  is  a 
mere  jingling  repetition  of  it,  the  other  when  the  second  is  a 
totallj'  different  word.  Of  course  these  two  senses  merge  into 
one  another  and  it  would  be  a  mistake  to  draw  any  hard  and  fast 
distinctions. 


gall  katth 
kunda  saihnda 
de  duake 
kar  katarke 
banea  battrea 
a^  wekhke 
sacci  muccr 


word,  matter, 
speaking, 
having  given, 
having  done, 
made. 

having  said, 
truly. 


jhuthi  muthi 
kuri  muci 
jane  shape 
jana  khana 

inam  shinam 
inam  um 


falsely, 
falsely, 
m  en. 

'rom,  Dick  and 
Harry, 
reward, 
reward. 


The  second  word  in  all  these  cases  is  interesting.  Sometimes 
it  is  an  ordinary  Panjabi  word  ;  if  so  it  usually  gives  up  its  own 
meaning  and  merely  emphasises  the  meaning  of  the  first.  Thus 
above  saihnda,  means  enduring;  duake,  having  caused  to  give  ; 
katarke,  having  cut;  we^ke,  having  seen ;  katth  is  a  Kashmiri 
word  not  otherwise  used  in  Panjabi,  and  means  the  same  as  gall. 
For  the  ‘familiar  reference’  it  is  usual  to  change  the  first  con¬ 
sonant  to  sh  or  prefix  sh  to  an  initial  vowel.  Otherwise  the  first 
accented  vowel  may  be  a  changed  to  u  and  this  is  generally  done 
if  the  word  already  begins  with  sh. 


The  Agreement  ok  Scb.iicct  and  Predicate. 

As  a  rule  the  verb  agrees  with  its  nominative  in  number  and, 
where  the  form  of  the  verb  permits,  in  gender. 

In  the  case  of  two  or  more  nominatives  of  different  gender  the 


340 


PANJABI  GRAMMAR. 


rule  is  (a)  for  living  things  or  material  objects  the  verb  is 
masculine  plural,  (b)  for  abstract  nouns  in  the  case  of  two  or 
more  singular  nouns,  the  verb  is  singular  and  agrees  with  the 
word  nearest  to  it. 

5h  de  dhiS  puttar  tur  gaie  his  sons  and  daughters  went 

away. 

pagalpuna  te  bewukufi  bari  he  committed  great  madness 
kiti  an3  folly. 

tusi  addressed  to  a  single  person  may  have  a  plural  masculine 
verb,  whether  the  person  be  a  man  or  a  woman. 

A  word  denoting  a  woman,  if  used  for  politeness’  sake  with 
a  plural  verb,  always  has  that  verb  masculine,  and  in  this  case 
the  attribute  of  politeness,  “hori,”  is  almost  invariably  added. 
The  words  miss  sahb  find  mem  sahb  may  omit  hori.  An 
adjective  preceding  one  of  these  words  is  kept  feminine. 

miss  sahb  or  mem  sahb  ahnde  nl  the  lady  saj's. 
bebbe  hori  rO.  pinjde  ni  mother  is  carding  cotton, 

saddi  bhain  hori  bauhkar  phern  oursisterbasbegun  to  sweep, 
lagge  nl 

Two  nouns  are  frequentlyused  together  without  a  conjunction, 
so  that  they  are  considered  one  and  take  a  singular  verb,  thus — 
5h  da  koi  dhi  puttar  nehi  he  has  no  son  or  daughter. 

mez  kursi  datthi  hoi  e,  or  mez  te  kursi  datthe  hoe  ni,  the 
table  and  chair  have  been  placed. 

Similarly  we  have  roti  tukkar,  food,  khand  cauJ,  sugar  and 
rice  ;  dal  caul,  dal  and  rice,  hal  hakikat,  condition  or  state. 
Such  compounds  usually  take  the  gender  of  the  second  component, 
tukkar  is  masculine ,  caul  is  masculine  plural ,  hakikat  is  feminine , 
but  some  make  the  compound  hal  hakikat  masculine. 

Pairs. 

Most  articles  which  we  think  of  in  English  as  in  pairs  are 
referred  to  in  Panjabi  in  the  singular  unless  several  pairs  are 
meant.  The  following  come  under  this  rule.  The  gender  of  each 
w'ord  is  indicated. 


PANJABI  GRAMMAR. 


34  I 

tambi  (f.),  sutthan  (f.),  saiwar  (f.),  paejama  (na.),  ghutanna 
(m.),  patlun  (f.)  are  used  for  various  kinds  of  trousers  worn  bv 
men,  patlun  being  reserved  for  English  trousers,  sutthan  is 
used  also  for  the  baggy  trousers  worn  by  Pa)i  jabi  women.  Other 
examples  are  jutti,  shoe  or  pair  of  sIkjss,  capli,  sandal ;  kainci, 
scissors;  ucca,  tongs,  pincers ;  thus  inunde  tambi  pai,  jutti  lahi, 
the  boy  put  on  his  trousers  and  took  off  his  shoes.  Words  for 
socks  are  exceptions,  they  are  generally  used  in  the  plural. 
Socks  are  julab  (f.,  more  often  jareb  or  jaieb),  massi  f.,  mauza 
m.  ^Other  exceptions  are  dastana  (m.)  glove;  paua  (ra.)  and 
khra,  (f.)  wooden  shoe  used  by  Hindus. 

Ti-iic  Agjcnt  Cask. 

When  a  transitive  verb  is  used  in  one  of  the  fcen.ses  formed  from 
the  past  participle  the  subject  of  the  sentence  is  put  in  the  agent 
case  and  the  participle  agrees  with  tiie  object  unless  the  word  nU 
intervenes  and  governs  it.  This  construction  is  really  passive, 
thus  mai  ikk  turumti  mari,  1  killed  a  turumtl  (merlin),  is 
properly  by  me  a  turumtl  was  killed,” 

6s  kitabS  parhlS  hongiS  he  will  have  read  the  books, 

mere  bhatriye  mere  te  arzi  pai  my  nephew  brought  a  case 

against  me. 

teri  majjh  nU  kise  dittha  ?  has  any  oneseen  your  buffalo  ? 
kuna,  speak,  bblna,  speak,  and  iaggna,  begin,  bhullna,  forget, 
darna, fear,  etc.,  do notof  course  take  this  traiisitiveconstruction. 
kehra  koea,  who  spoke  ? 

hun  wahn  lagga  e,  now  he  has  begun  to  plough. 

Compound  verbs  in  which  the  second  verb  is  intransitive  do 
not  talre  the  agent  construction,  oh  kih  dl  manji  lai  turea, 
whose  bed  has  he  taken  away,  oh  gS  de  gea,  he  has  given  the 
cow  and  gone. 

The  word  leauna  orlaiauna  has  two  past  participles,  leanda 
or  laianda,  which  takes  the  agent  construction,  and  leaea  or 
laiaea,  which  does  not. 

Forms  like  pharai  deni,  let  oneself  be  caught,  wi^ali  deni. 


S42 


PAN.IABI  GKAMMAK. 


appear,  let  oneself  be  seen,  take  the  agent  construction,  thus 
their  usage  differs  from  that  of  corresponding  words  in  Urdu. 

sandhe  pharai  neh!  ditti,  sag6  wikUali  wi  nehl  ditti,  the 
buffalo  did  not  let  himself  be  caught,  he  did  not  even  show 
himself. 

If  nfi  comes  after  the  object  the  verb  ceases  to  agree  with  it 
and  is  put  in  the  masculine  singular. 

ohn§  kuriS  nu  mal  dhiS  banaea  si,  I  made  those  girls  my 
daughters. 

The  infinitival  construction  with  the  agent,  whereby  intention 
or  necessity  is  e.xpressed,  is  employed  equally  with  transitive 
and  intransitive  verbs ;  os  cheti  turna  e,  he  has  to  walk  fast 

tS.  bhalke  jana  we?  are  you  going  to-morrow  ? 


The  Genitive  Case. 


The  uses  of  the  genitive  (formed  by  means  of  the  preposition 
da)  are  very  similar  to  those  found  in  English.  The  following 
typical  phrases  which  are  somewhat  different  in  idiom  from 
English  should  be  noted.  They  indicate  the  common  usage. 


oh  di  bar!  eah 
oh  di  mhabbat 
bar!  afsos  dl  gall 

kufr  di  gall 
mera  ohda  wair  e 

“  happy  ”  da  lafs 
cau  warhea  da 


great  desire  for  it. 
love  for  him,  or,  his  love, 
a  matter  for  regret,  a  regrettable 
affair, 
blasphemy. 

there  is  enmity  between  him  and 
me. 

the  word  “  happy.’’ 
four  years  old. 


The  Dative  Case. 

The  preposition  nu  generally  indicates  the  dative  case.  It 
has  the  sense  of  to,  for,  for  the  sake  of. 

oh  nfi  deh  give  it  to  him. 

kuri  duddh  nfl  gei  the  girl  has  gone  for  milk, 

mal  tenQ  tear  kar  denna  wa  I  wil!  get  it  ready  for  you. 

mai  tbnfl  tear  karna  wa  I  will  make  \'ou  ready. 


I’ANJABI  GRAMMAR. 


343 


nfl  is  used  with  verbs  of  necessity  or  advisability  tSnft  lorida 
e,  you  need. 

oh  nft  pand  cukknl  pawegi,  he  will  have  to  lift  the  weight, 
milna,  be  obtained,  meet,  and  anna,  come,  in  man\^  senses  take 
nfl. 

wate  5hnfl  bahrla  milea  on  the  way  he  met  a  pig. 
tenfl  kinna  aunda  e?  how  much  is  your  share  ? 

The  idea  of  possession,  expressed  in  English  by  “have”  is  often 
rendered  by  the  auxiliary  verb  or  auna,  come,  with  nfl,  especially 
if  an  abstract  thing  is  referred  to. 

mere  panjhal  nfl  bara  gussa  my  partner  got  very  angry. 


aea 

ohrifl  kujjh  hosh  nehl 
menfl  pata  nehi  lagga 


he  lias  no  sense  or  consciousness. 
1  got  no  trace. 


nfl  is  used  in  expressions  of  time,  the  time  at  which  anything 
happened,  rat  nfl,  by  night,  cauh  dinS  nfl,  in  four  days,  athws 
din  nfl,  on  the  eighth  day,  in  a  week. 


The  Accusative  Case. 


This  case  is  formed  with  or  without  nfl.  Nothing  but  long 
practice  will  fully  show  when  to  insert  and  when  to  omit  nfl.  It 
may,  however,  be  said  that  nfl  is  always  employed  with  proper 
nouns;  with  other  nouns  it  has  the  effect  of  making  more  definite 
or  of  indicating  something  already  referred  to  or  previously 
known.  Frequently  no  meaning  can  be  attached  to  it. 

Jhandu  nfl  kol  khalharke  ill  m^i,  he  put  Jhandu  standing 
beside  him  and  killed  a  kite 

ill  nfl  te  mar  chaddea  as  for  the  kite  he  killed  it. 

Compound  verbs,  having  for  the  second  part  an  intransitive 
verb,  the  whole  being  transitive  in  sense,  take  or  omit  nfl  accord¬ 
ing  to  the  same  rules  as  other  verbs.  Such  verbs  are  leauna, 
lai  jana,  lai  tuxna,  de  jana,  pi  jana,  etc. 

In  the  case  of  cognate  accusatives  in  which  the  verb  and  noun 
express  the  same  thought,  and  of  combinations  of  a  noun  and  a 


;i-u 


PANJABI  GRAMMAR. 


verb  ill  which  the  two  words  express  a  single  idea,  the  noun 
does  not  t.ake  nfi.  Such  phrases  are  the  followincr: — 

hure  marne  or  gubbh?  marnis,  to  strike  blows  with  the* 
fist,  larai  larni,  6ght  a  6ght,  galha  kaddhnia,  give  abuse, 
mar  khani,  receive  a  beating,  jhuth  mama,  tell  a  lie. 

Many  verbs  take  two  accusatives,  sncli  as  causative  verbs, 
\  crbs  meaning  to  consider,  call,  believe,  name,  teach,  (leneralli' 
one  noun  takes  nfl  and  tiie  other  omits  it.  occasionallv  both 
omit  it. 


ma:  ie  nu  Arbi  parha 
ta  li  -na  hafaj  manna  § 

mai  teri  beizti  apni  beizti  I 
samjhna  wa. 


teach  the  boy  Arabic, 
you  believe  him  to  be  a  Hati/. 
(one  who  knows  the  Quran 
by  heart). 

eonsider  your  dishonour 
mine. 


If  in  place  of  the  second  noun  we  have  an  adjective,  it  is  put 
in  the  nominative  singular  masculine ;  if  it  ends  in  -a  it  is  put 
in  the  nominative  singukar  masculine  or  takes  the  ending  -eS. 

diigdar  kuri  nfi  tagrea  kita.  the  doctor  made  the  girl  well, 
kothi  nu  bara  sohna  banaea  madethehousever}'^ beautiful. 

Of  course  if  a  noun  is  understood  with  the  adjective,  the 
adjective  may  take  the  number  and  gender  of  that  noun,  thus 
mai  oh  dia  dhia  nO.  apnig  samjhna  wa,  T  consider  his  daughters 
mine. 


Locative  Case. 

The  locative  ease  may  be  expressed  with  or  without  a  prepo¬ 
sition.  The  presence  of  an  organic  locative  (without  a  prepo¬ 
sition)  is  a  phenomenon  of  con.siderable  interest.  The  organic 
locative  is  used  as  follows  : — 

(i)  with  words  indicating  villages,  countries,  towns  or 
other  places,  to  express  to,  at  or  in,  Panjabe,  in  the 
Pan  jab,  masiti,  in  the  mosque,  Natti,  to  or  in  Natt. 
skule,  at  school,  Wilaite,  in  Wilayat  (Europe, 
America).  Not  all  such  names  have  an  organic 
locative  form. 


PANJABI  GKAMMAK. 


(ii)  with  ordinary  nouns  to  indicate  with  or  in,  often  to 

indicate  the  means  or  instrunienlaiitv  and  seems 
confined  to  those  parts  of  the  body  found  in  'oairs, 
dfih  hatthi,  with,  two  'lands,  kehri  galle,  for  what 
reason  or  matter saddi  nazri  nehi  poii,  lie  did 
not  come  within  our  si^dit  (sig'nts),  asi  gallt  lagg 
paie,  we  got  into  matters,  ue  got  talking,  hattlii 
baddhi,  with  hands  joined  (in  supplication;, 

(iii)  with  words  expressive  of  time  and  otlier  words,  to 

indicate  time  at  or  during  or  after  which  an  event 
occurs,  wajji  biihi,  with  doors  shut,  when  doors 
are  shut,  iatthi  buhi,  when  doors  are  open.  These 
two  phrases  are  generally  u.sed  in  connection  with 
earthquake!5.  sutti  bandl,  when  jieople  are  asleep, 
dine,  by  day,  rati,  by  niglit,  do  paihri,  at  noon, 
panjhi  warhi,  in  25  3' ears,  kehre  vvele,  at  what 
time  ?  kuweie,  at  a  wrong  time,  late,  chi  dint,  in 
six  dai^s.  There  is  a  peculiar  phrase  warhi  dini, 
meaning  in  a  3  ear  or  every  year. 

(iv)  with  words  expressing  sums  of  mone3',  to  indicate 

price  eauh  anni  watti,  at  the  rate  of  a  watti  (two 
ser)  for  four  annas,  pauni  dasi  rupai,  for  nine 
and  three  quarter  rupees. 


Vocative  Case. 

The  special  vocative  endings  are  often  omitted,  the  nominative 
forms  being  used  instead  of  the  vocative.  The  vocative  forms 
generally'  imply?  a  certain  degree  of  familiarity  and  are  not  much 
used  in  polite  speech.  The  vocative  ending  generally?  implies 
that  the  person  is  addressed  as  ta,  in  the  second  singular.  Thus 
we  may  address  a  servant  or  school-boy  as  Karm  Dina,  but 
to  one  requiring  a  little  more  ceremony,  we  .should  say  (if  we 
employ  the  name)  “Karm  Din.”  For  this  reason  we  do  not 
usually  find  the  vocative  form  used  with  titles  of  respect.  Wehear 
Mastar  Aziz  Ahmad,  not  Mastar  Aziz  Ahmada,  Sardar  Hakim 
Sihh,  not  Sardar  Hakim  Sihha.  If  an  adjective  agreeing  with 


pan.iabi  ghammak. 


:i40 

a  noun  is  given  the  vocative  ending  the  noun  must  have  it  also, 
but  the  noun  mav  have  it  while  the  adjective  has  the  ordinary 
prepositional  termination.  Thus  we  may  have  mereo  bhrawo, 
mere  bhrawo,  but  not  mereo  bra. 

■A  descriptive  noun  or  adjective  is  sometimes  put  in  the  plural 
for  the  sake  of  ceremony  even  when  only  one  person  is  addressed. 
Thus  badshaho,  zorawaro,  0  kings,  despotic  ones,  meaning 
simply  •  you  who  in  comparison  with  me  are  a  king,  you  who  are 
so  insistent.  ’ 


The  ending  -ea. 

in  certain  cases  where  in  Urdu  w'e  should  have  the  oblique 
singular  in  -e  or  the  absolute  form  in  -a  we  dnd  in  Panjabi  a 
form  ending  in  -eS.  It  is  confined  to  participles  and  adjectives 
ending  in  -a.  The  chiet  cases  are  the  followdng  : — 

(1)  when  the  participle  or  adjective  is  complementary  to  a 
subject  in  the  agent  case,  as — 

tu  te  lageS  jana  si  you  were  to  go  on. 

mal  turdea  turdeS  dhnu  cbttha  1  saw'  him  while  I  was  walking. 


(2)  when  in  logical  agreement  with  an  infinitive,  or  with  some 
subject  not  expressed  in  the  impersonal  construction  of  the 


infinitive  or  passive  participle. 

diggdeS  i  sawar  howida  e 
mere  kolo  siddhea  nehi  khlon 
hunda 

nlweS  hoke  jana  si 
siddhea  nehi  khlota  janda  or 
siddhea  nehi  khlowida  e 

(.3)  in  logical  agreement  with 
(See  also  under  past  participle. 

ohnft  tagrea  karna 
mai  ohnfi  turdea  dittha 

menfl  etthe  aea  car  warhe  hoe 
ni 


one  becomes  a  rider  by  falling. 

I  cannot  stand  straight. 

one  should  havegone  stooping. 

it  is  not  possible  to  stand 
straight. 

an  object  which  has  nu  after  it. 

) 

to  make  him  well. 

I  saw  him  walking.  Cf.  (1) 
above. 

it  is  four  years  since  I  came- 
here 


PANJABI  GRAMMAR. 


347 


(4)  in  agreement  with  a  nominative  this  construction  is 
sometimes  found  to  indicate  a  state.  Generally,  however,  the 
participle  is  nominative. 

maiparhandetparhandeaaea  I  came  here  immediately  after 

teaching  him.  (lit.  I  came 
while  teaching  him.) 

hassdeS  hassdea  laga  janda  si  he  was  going  along  laughing. 

(5)  with  the  preposition  bin,  bijn,  bina,  bajho,  without. 

bin  khadhei  without  eating. 

pitea  bina  ai  she  came  without  drinking. 

Personal  Pronouns. 

Order.  Pronouns  of  the  first  person  usually  precede  those  of 
the  second  and  third  persons,  those  of  the  second  usuall}'  precede 
those  of  the  third,  similarly  first  and  second  personal  pronouns 
usually  precede  nouns. 

mal  tfi  lage  jaage  you  and  1  will  go. 

mai  te  meri  wauhti  gaie  my  wife  and  I  went. 

In  the  dativeand  accusative  personal  pronouns  always  take  the 
preposition  nfi  except  in  the  case  of  the  third  personal  pronouns 
which  may  omit  it  if  the  thing  referred  to  is  not  a  person, 
mai  oh  mallSga  1  shall  take  possession  of  that. 

The  i  or  hi  (or  -e)  of  emphasis,  when  used  with  personal  pro¬ 
nouns,  always  follows  the  preposition  nS  except  in  the  case  of 
the  third  singular. 

mSnfi  i  akhea  he  said  it  to  me. 
ose  nfl  marea  he  struck  him. 

In  the  case  of  other  prepositions  the  particle  of  emphasis 
precedes  the  preposition. 

For  the  use  of  the  pronouns  with  jeha  j@ddha  see  under 
adjectives. 

Attributive  Nouns  and  Adjectives. 

When  an  attributive  noun  or  adjective  is  used  with  a  personal 
pronoun  the  pronouns  retain  their  ordinary  case  forms  except  in 
the  first  and  second  pronoun,  and  if  there  is  a  preposition,  the 


348 


PANJABI  GRAMMAR. 


attributive  adjective  comes  between  the  pronoun  and  the 
preposition. 

08  bhalemanas  sara  i  ragarlea  he,  worthy  man.  disposed  of 

(used  up,  etc.)  all. 

First  and  second  per.sons.  In  the  singular  the  genitive  is  used 
except  in  the  agehtcase  where  the  ordinary  agent  form  is  found  : 
thus — 

mal  garlb  kl  akhna  si  what  could  I,  poor  man,  say  ? 

mere  garib  da  of  me  poor  man. 

In  the  dative  and  accusative  singular  we  find  the  two  forms. 

mSnfi  garib  nfl,  tSnfi  garib  nfi,  and  mere  garib  nfi,  tere  garib 
n&,  to  me  poor  man,  to  you  poor  man  ;  that  is,  the  ordinary 
genitive  form  may  precede  the  adjective. 

In  the  plural  either  the  genitive  form  or  the  form  used  for  the 
agent  precedes  the  adjective,  thus — 

saddea  sateS  hoei  nS  to  us  worried  persons. 
tusS  badshaliS  nfl  to  you  kings  (great  men). 

The  forms  sathS  and  tuhathS  become  asa  th8  and  tusS  thS, 
saddeS . .  tho,  tuhaddeS . .  thS ;  as  tusS  janea  thS,  from  you  men. 
In  this  case  the  thO  may  be  replaced  by  thi  and  t6,  which  are  not 
common  with  the  simple  words  sathS  and  tuhathS ;  methS  and 
tethS  become  mere.  .thS  and  tere.  .thS,  thS  being  replaceable 
by  thi  and  ts. 

Use  of  tS  and  tusi. 

There  is  sometimes  a  little  difficulty  in  the  use  of  th  and  tusi 
in  addressing  single  individuals.  The  follosving  rules  mav  be  of 
some  assistance ;  all  servants,  all  ordinary  school-boys  and 
school-girls,  all  ordinar3'^  villagers,  and  all  persons  more  or  less 
corresponding  in  rank  to  these,  such  as  common  policemen,  small 
shopkeepers,  should  be  addressed  as  tft.  Persons  of  higher  rank 
such  as  village  officials  (zaildars,  pat  warts),  clerks  in  offices, 
teachers  in  schools  (except  sometimes  the  lower  teachers),  city 
officials,  bigger  shopkeepers  and  all  others  of  corresponding  rank 
should  be  addressed  as  tusi. 

When  there  is  a  doubt  it  is  better  to  err  on  the  side  of  extra 


PANJABf  GRAMMAR. 


349 


ceremony,  but  tho  practice  among  some  of  speaking  to  servaJits 
and  school-boys  and  school-girls  as  tusi  is  to  be  deprecated. 
However  usage  varies  here. 

The  word  hori.  see  p.  292,  is  always  masculine  pliaal  eve/i 
when  referring  to  women  :  thus — 

tuhaddi  bliain  hori  ae  ng,  your  sister  has  come,  where 
tuhaddi  is  feminine  in  agreement  with  bhain  ai’.d  yet  hori 
attracts  the  verb  into  the  masculine.  Without  hori  tho  sentence 
wmuld  be  tuhaidi  bhain  ai  e.  For  polite  reference  to  a  woman 
it  is  generally  necessary  to  insert  hori. 

Sometimes  hori  has  the  effect  suggesting  someone’s  family 
instead  of  merely  the  person  himself.  This  is  especially  the  case 
if  the  word  is  used  with  a  junior  member  of  the  family.  Thus 
Kutbe  horS  di  jhoti  may  mean,  and  if  Qutba  is  a  junior  member 
of  the  family,  probably  will  mean,  not  Qutba’s  buffalo  calf,  but 
one  belonging  to  Qutba’s  family. 

PRo.^OMINAL  Suffixes. 

Very  frequent  use  is  made  of  pronominal  suffixes  which  are 
■sometimes  added  at  the  end  of  a  w'ord,  with  or  without  change  in 
the  ending  of  the  word,  and  are  sometimes  used  independently;  in 
the  future  tense  they  are  often  infixes,  being  inserted  in  the 
middle  of  the  word.  They  indicate  personal  pronouns.  The 
characteristic  letters  are  as  follows  ; — 

Person.  Singular.  Plural. 

Second  .  .  . .  -S,  -i,  -a,  I,  je 

Third  .  .  . .  s-,  -su  ne,  ne 

There  are  no  suffixes  for  the  first  person.  It  should  be  noted 
that  the  suffixes  must  be  used  instead  of,  not  along  with,  the  pro¬ 
noun  or  noun  to  which  they  refer.  Thus  one  may  say  mal 
marftga  I  will  beat  thee,  or  mal  tenfl  maraga,  but  not  mai  t§nn 
marflga,  for  in  that  case  the  -S  in  maruga  and  the  tenfl  would 
both  mean  ‘  thee  ’  and  there  would  be  redundancy.  They  are 
never  used  reflexively. 

Suffixes  are  employed : 

(i)  to  indicate  the  object,  direct  or  indirect. 


PANJABI  GRAMMAR. 


:;50 


(ii)  to  indicate  posse.s.sion  or  connection, 

(iii)  with  the  past  tenses  of  transitive  verbs  to  indicate  the 

asent  or  subject  of  the  verb, 

(iv)  for  the  second  person,  singular  and  plural,  to  indicate 
the  person  addressed. 

It  is  usually  quite  eas\’ to  know  which  of  these  meanings  is  in¬ 
tended  ;  thus  in  de  su  dhell,  give  l)im  eight  annas,  su  means  to 
him,  in  mar  su,  beat  him.  su  is  him,  in  do  bhra  su  indicates 
pos.session,  two  brothers  are  to  him. 

The  second  plural  suffix  is  always  je,  that  of  the  third  singular 
su,  the  u  being  sometimes  pronounced  ,so  short  that  the  suffix 
becorne.s-s,  the  third  plural  suffix  is  ne,  or  ne.  It  is  ne  when  it 
is  a  separate  word  or  when  r,  r,  rh,  rh  precede  it.  This  becomes 
ni  or  n§  in  the  infixes  for  the  future.  See  below^ 

The  suffix  for  the  second  singular  varies  as  follows  : — 

The  second  singular  suffix  for  the  agent  is — i  if  the  verb  is  sin¬ 
gular  -  I  if  the  verb  is  plural.  When  it  is  not  the  agent  it  varie.s 
according  to  the  number  and  person  of  the  nominative  of  the 
sentence.  If  the  nominative  is  first  person,  singular  or  plural. 


the  suffix  is  -ft,  if  the  nominative  is  third  person  singular,  it  is  -i 
if  plural  -i.  Finally  -i  is  always  changed  to  -a,  if  the  preceding 
vowel  is  itself  i,  thus  instead  of  ki  i,  we  have  ki  a,  what  is  it,  etc. 

Infixes  are  found  only  in  the 

future.  The  following  cases  are 

common — ■ 

mai  kaddhflga 

I  shall  expel  thee. 

oh  kaddhiga 

he  w'ill  expel  thee. 

mai  marjega 

T  shall  beat  you. 

oh  marjega 

he  will  bent  you. 

oh  kaddhsuga 

he  will  expel  him. 

oh  kaddhniga 

he  will  expel  them. 

as!  kaddhfige 

we  shall  expel  thee. 

oh  kaddhnige 

they  will  expel  thee. 

asl  marjege 

we  shall  beat  you. 

oh  marjege 

they  will  beat  you. 

oh  kaddhstlge 

they  will  expel  him. 

oh  kaddhnSge 

they  will  expel  them. 

PANJABI  GRAMMAR. 


Similarly  for  other  verbs ;  some  of  these  are  commoner  than 
others,  and  generally  speaking  the  beginner  would  do  well  to 
watch  for  these  suffixes  or  infixes  and  use  those  which  he  hears. 

In  the  present  conditional  there  are  only  two  cases  common,  a 
first  singular  nominative  with  a  second  singular  suffix  and  a 
third  singular  nominative  with  a  second  singular  suffix.  Thus 
mai  ki  karS,  what  shall  I  do  in  thy  affair  ?  pir  pawi,  pain  he  to 
thee  (abuse),  su  and  ne,  the  suffixes  for  the  third  singular  and 
plural,  and  je  the  suffix  for  the  second  plural,  may  in  addition 
to  the  above  examples,  bo  used  as  separate  words  following  the 
different  parts  of  the  future  and  present  conditional. 

The  auxiliary  verb  shows  the  following  changes.  The  present 
tense  is  omitted  altogether  in  favour  of  the  suffix,  except  when 
the  verb  is  emphatic  in  which  case  the  word  hai  is  used  for  all 
persons  and  numbers  followed  by  the  suffix.  Tn  the  pa.st  tense 
suffixes  are  added  only  to  si  and  sa,  which  both  become  sa  before 
the  suffix,  and  to  san  which  can  take  two  .suffixes,  the  second 
singular,  becoming  sani,  and  the  third  plural,  becoming  sane. 

In  a  clause  containing  a  transitive  verb  in  any  of  the  tenses 
formed  with  the  past  participle,  the  suffix  indicates  the  asent  and 
not  the  object,  etc.  Thus  we  may  say  mai  maraga  sU,  I  .shall 
beat  him,  but  not  as  a  rule  mai  marea  su,  I  beat  him.  This 
should  be  lAal  osnfi  marea.  The  violations  of  this  rule  are 
infrequent  and  it  does  seem  safe  to  consider  them  as  regular 
usage. 

Exception:  the  1st  sing,  or  plur.  agent  with  2nd  sing,  or 
plur.  pronominal  suffix,  is  fairly  common  in  the  pluperfect  and 
infin.,  and  is  sometimes  heard  in  the  past  indef.  and  pres.  perf. 

Second  Singular  Suffix. 

(i)  with  the  nominative  of  the  verb  in  the  first  person 
singular  or  plural. 

mai  marfl  kuttdga  I  shall  beat  and  belabour  thee. 

as!  khlote  hoe  {1  (I  tell  thee)  vve  are  standing 

aea  fl  (I  tell  thee)  I  am  coming  (lit.  have  come). 

sare  jhalle  fl  we  are  all  mad  (I  tell  thee)  ;  but  sare 

jhalle  ni  they  are  all  mad  (see  under 
iii). 


352 


PANJABI  GRAMMAR. 


as!  jhalle  te  hai  fi  mad  we  certainly  are. 

(ii)  with  the  nominative  in  the  third  singular, 
bera  rurhi  =  tera  bera  rurhe  may  thy  boat  be  carried  away, 

perdition  take  thee. 

goli  laggi  =  tena  goli  lagge  a  bullet  strike  thee,  perdition 

take  thee. 

oh  mariga  =  oh  tenu  marega  he  will  strike  thee, 
bhra  awiga  thy  brother  will  come, 

lambardar  awi  jawi  kariga  the  village  headman  will  come 

and  go  (to  and  from  thy  house), 
hast  thou  got  bread  ? 
what  is  it  (I  ask  thee),  or  what 
is  the  matter  with  thee,  has  thy 
father  come  ? 


roti  hai  i 

kl  a.  peo  aea  i? 


(iii)  with  third  plural 
paise  labbh  gaie  nl 
paise  labbh  gaie  sani 
sare  jhalle  ni 
na  jal,  marnige 


nominative. 

didst  thou  get  the  pice  ? 
haclst  thou  got  the  pice  ? 

(I  tell  thee)  they  are  all  mad. 
do  not  go,  they  will  beat  thee. 


(iv)  as  agent, 
roti  khadhi  a 

ki  akhea  i,  pind  jana  I 

kl  akhea  sai,  kurinalkharni 
sai 


hast  thou  eaten  bread  (i.e,,  thy 
food)  ? 

what  didst  thou  say,  has  thou  to 
go  to  the  village  ? 
what  didst  thou  say,  hadst  fdiou 
to  take  the  girl  with  thee  ? 


Second  plural  suffix — always  je. 
otthe  do  je  (I  saj-  to  you)  there  are  two  there, 

mai  aea  je  (I  say  to  you)  I  have  come,  am 

coming. 


oh  aujega  te  marjega 


ki  je,  takkrea  nehl  je 
akhna  ki  saje 


he  will  come  to  you  and  beat  you 
(aujega  for  ajega). 
what  is  it,  did  he  not  meet  you  ? 
what  had  you  to  say  or  what 
ought  you  to  have  said  ? 
are  you  going  to  walk  ? 


turn a  je 


PANJABI  GBAMMAE, 


353 


Third  singular,  su  or  s. 
lai  a  sn,  dS  pauli 

ikk  kuri  su.  te  do  puttar  su 
ghar  gei  hosugi 
ausuga  te  marsuga. 

mai  nehi  su  gea  pind. 
jad  wekhSga  su  tS  akhl  su 
bhra  gea  su  mar  te  bebbe 
hogel  su  bamar 
do  kuria  sa  su  ikk  mar  gei 
sa  su 

ki  akhea  su  or  ki  akheos 
kitthS  auna  su 

Third  plural  ne  or  ne  (as 
kas  carhi  ne.  deho  ne  dawai 

mamma  mar  gea  ne 
aweda  te  marnida 
hup  jana  ne  ke  paihle  jana 
sane 

akhea  sane?  akhea  i  hongga 


bring  him.  give  him  a  four-anna 
bit. 

he  has  one  daughter  apd  two  sons, 
she  will  have  gone  to  his  house, 
he  will  come  to  him  and  beat 
him. 

I  did  not  go  to  him  to  the  village, 
when  thou  seest  him  say  to  him. 
his  brother  Ijas  died  and  his  mother 
has  got  ill. 

he  had  two  girls,  one  died. 

what  did  he  say  ? 
where  has  he  to  come  from,  where 
is  he  coming  from  1 

a  separate  word  always  ne). 
they  have  got  fever,  give  them 
medicine. 

their  rnotlier’s  brother  has  died, 
if  he  comes  he  will  beat  them, 
have  the}"  to  go  now  or  had  they 


to  go  before. 

did  they  say  so  ?  (yes,  doubtless) 
they  will  have  said  so. 

The  following  diflferences  should  be  noted  : — aunna  S,  thou  art 
coming  :  auna  i,  hast  thou  to  come  ?  aunda  i,  I  ask  thee  is  he 
coming :  kitthO  aea  §,  whence  hast  thou  ceme  ?  kitthS  aea  i'' 
whence  has  he  come  (1  ask  thee)  :  kitthb  ai  i,  whence  hast  thou 
(feminine)  come  ?  kitthS  ai  a,  I  ask  thee  whence  has  she  come. 


Pronominal  Suffixes,  pp.  348-351. 

lo  avoid  confusion  it  should  be  remembered  that,  while 
these  suffixes  never  indicate  the  nominative  case,  they  do 
indicate  the  agent  case,  which  Europeans  often  think  of  as  the 
nominative.  As  the  u.se  of  the  suffixes  is  always  found  difficult 


354 


PANJABI  GRAMMAR 


it  will  be  well  to  give  the  conjugation  of  the  whole  verb  witii 
the  suffixes  attached.  Some  parts  do  not  usually  take  a  suffix, 
but  usage  on  this  point  is  not  invariable. 

With  Auxirmry  Verb  or  Verb  .Substantive. 


Examples. 


mal  sajjap  d  ? 

I  ask  thee,  am  L  a  friend  ? 

mal  sajjap  sti, 

1  am  his  friend. 

t£L  nanan 

sh  P 

art  thou  her  si.ster-in-law  ? 

asf  jhalle  8, 

I  tell  thee  we  are  mad. 

Present 

7V??„se . 

Person. 

Pos.sibie  suffi\e.<. 

Possible  suffi.Kes. 

Singular. 

Plural 

First 

(mal)  a,  je,  sti,  ne. 

(as!)  h,  je,  sh,  ne. 

Second . . 

(tfi)  su,  ne, 

(tusl)  sh,  ne. 

Third  .  . 

(oh)  i,  (or  a),  je,  sti. 

(oh)  ni,  je,  sh,  ne. 

ne. 

Emphatic. 

First  . . 

hai  u,  je, 

hai  8,  je. 

Second . . 

none, 

none. 

Third  . . 

hai  i,  je,  sh,  ne. 

hain  ni,  je,  sh,  ne. 

Past  Te.nse. 

First 

(mal)  saje,  sash,  sane, 

(as?)  saje,  sash,  sane. 

Second . . 

t8,  none, 

tusS,  none. 

Third  . . 

(oh)  sai,  saje,  sash. 

(oh)  sani,  saje,  sash,  sane 

sane. 

With  Transitive  Verbs. 

Suffixes  with  dassna,  show. 

Imperative. 

tfl  dass  or  dass)  su,  ne,  tusl  dasso  or  daaseo  a5.,  ne. 

Present  Oonditional,  1  may  show,  etc. 

mal  dasstl,  daasS  je,  sti,  ne,  a&i  dassiye  je,  su,  ne  (not  8). 
tS  dasse  sG.,  ne,  tusi  dasso  sti,  ne. 

oh  dassi,  dasse  je,  su,  ne,  oh  dassan  f,  je,  sh,  ne. 


I'ANJABI  GBAMMAn. 


FtUure,  J  shall  show. 

mai  dassa  -ga  (fern,  -gi)  je,  su,  ne :  ahso  dassu  -ga  (fem.  -gl), 
dassjega  (f.  -gl). 
tfl  dasse-ga  (f.  -gi)  su,  ne. 

oh  dasse-ga  (f.  -gi)  je,  su,  ne :  dassiga,  dassjega,  dasstiga, 
dassne-ga  (f.  -gi). 

asl  dassage  je,  su,  ne  (f.  -gia):  dassuge,  dassjege  (t  -giS). 
tusi  dassoge  su,  ne  (f.  -giS), 

oh  dassange  je,  su,  ne  (f.  -giS) :  dassnige,  dassjege,  dassuge, 
dassnege  (f.  -giS), 

The  future  may  also  end  in  -da,  -di,  -de,  -dia. 

Pa.yf  (Jnnditional .  J  should  show,  if  I  .showed,  eti- 

Suffixes  are  used  only  with  the  -o  forms;  see  Oranimar, 
pp.  378-381. 

mai  dass-do  (t.  -dio)  i,  je,  su,  ne. 
tfl  dass-do  (f.  -dio)  su,  ne. 
oh  dass-do  (f.  -dio)  i,  je,  su,  ne. 
asi,  none. 

tusi  dass-deo  (f.  dio)  su,  ne. 
oh  dass-deo  (f.  -dio)  m,  je,  su,  ne. 

PresfiMt  Indicative,  J  am  showing,  I  show. 

mai  dass-na  u,  dass-da  je,  su,  ne :  f.  -ni  fi,  -di  je,  .sft,  ne. 
tS  dass-da  su,  ne ;  f .  -di  su,  ne. 
oh  dass-da  i,  je,  su,  ne :  f.  -di  a,  je,  su,  ne. 

Imperfect. 

mai  dass-da  (f.  -di)  saje,  sasu,  sane, 
tu  dassda  sasu  ;  f.  dassdi  sasu. 
oh  dass-da  (f.  -di)  sal,  saje,  sasu,  sane, 
asl  dass-de  (f.  -dia)  saje,  sasu,  sane, 
tusi  dass-de  (f.  -dia)  sasu,  sane, 
oh  dass-de  (f.  -diS)  sani,  saje,  sasu,  sane. 

In  the  past  indefinite,  present  perfect,  pluperfect  and  future 
perfect  of  transitive  verbs,  tenses  in  which  the  passive  parti¬ 
ciple  is  used,  agreement  is  with  the  logical  object  (except,  of 


PANJABI  GRAMMAR. 


course,  where  agreement  is  blocked  by  nfi),  and  the  use  of 
pronom.  sufT.  is  generally  confined  to  the  3rd  sing,  and  plur. 
suffixes  to  indicate  the  agent.  Occasionally  the  2nd  sing,  and 
plur.  suffixes  are  used  when  the  logical  nominative  is  mal 
or  asa  to  expre.ss  the  idea  1  ant  (or  we  are)  speaking  to  thee  ” 
or  “  you  ’’ 

Note.  To  ex])ress  the  simple  past  with  a  suffix  we  must  use 
the  -o  form  or  the  pluperfect.  The  ordinary  past  if  followed 
hy  a  .suffi.x.  has  the  force  of  a  present  perfect. 


Pre-'ient  Perfect. 


The  following  cases  therefore  arise  : — 
mal  tukkar  khadha  i  (je),  1  tell  thee  (you)  that  !  have 

eaten  my  food. 

mai  rot!  khadhi  a  (je),  T  tell  thee  (you)  1  have  eaten 

bread. 


maId6paraunOiekhadheni(je),  ....  two  chapatis  (masc  ). 
mal  do  rotiS  khadhia  nl  (je),  ....  two  chapatis  (fern.). 


Instead  of  mai  we  ma\  have  asa.  w 


tukkar  khadba  su  (ne), 
roti  khadhi  su.  (n»), 
do  paunthe  khadhe  sn  (ne), 
do  rotia  khadhig  su  (ne), 


he  has  (they  have)  eaten  food. 
.  .  .  .  bread. 

■  .  .  .  two  chapatis  (masc.). 
.  two  chapatis  (fem.). 


hor  the  simple  past  use  -o  forms  or  pluperfect,  tukkar 
khadho  su  (ne),  he  (th%^)  ate  food ;  rotl  khadhio  afi  (ne), 
he  (they)  ate  bread. 


Pluperfect  (also  means  simple  past). 
The  above  sentences  will  become — 


mai  or  asS  khadha  sai  (saje), 

I  etc.  ate  or  had  eaten. 

mai  or  asS  khadhi  sai  (saje), 

do. 

do. 

mai  or  asS  khadhe  sanl  (saje). 

do. 

do. 

mai  or  as§  khadhia  san!  (saje). 

do. 

do. 

khadha  (fem.  khadhi)  sasu  or 

he  (they)  ate  or  had  eaten 

sane, 

khadhe  (f .  khadhiS)  sasu  or  sane, 

do. 

do. 

PANJABI  GHAMMAK. 


Future 

mai  khadha  howiga  (hojega), 

mal  khadhi  howigi  (hojegi), 
mai  khadhe  honlge  (hojege), 
mai  khadhia  honigia  (hojegis), 
So  also  with  asa,  wo. 
khadha  hosuga  (honega), 
khadhi  hosugi  (honegi), 
khadhe  hosuge  (honege), 
khadhiS  hosugia  (honegia), 


Perfect. 

1  tell  thee  (you)  that  I  shall 
have  eaten. 

do.  with  fern.  sing,  object, 
do.  with  nia.sc.  plur.  object, 
do.  with  fern.  plur.  object. 

he  (they)  will  have  eaten. 


do.  fern.  .sing,  object, 
do.  niasc.  plur.  object 

do.  fern.  plur.  object. 


If  the  future  in  -da  is  used  the  forms  will  be  howida.  howi- 
di,  hosuda,  honedia,  etc.,  with  d  substituted  for  g. 

The  suffixes-rnay  also  follow  the  verb  as  mentioned  above. 


Infinitive. 


mai  tukkar  khana  i  (je), 

mai  roti  khani  a  (je), 
mai  khane  ni  (je), 
mai  khania  ni  (je), 
and  so  on.  The  infinitive 


1  tell  thee  (you)  1  have  to  eat 
food. 

do.  feni.  sing,  object, 

ilo.  raasc.  plur.  object, 

do.  fem.  plur.  object, 

may  be  used  all  through  the  present, 


past  and  future  exactly  in  the  same  way  as  khadha  except 
that  khana,  khani,  khane,  khaniS  occur  instead  of  khadha, 
khadhi,  khadhe,  khadhia  :  thus — 

asS  rotia  khania  saje,  we  tell  you  that  we  had  to  eat 

ohapatis. 

paraunthe  khane  sane,  they  had  to  eat  chapatis 

(masc.  plur.). 

mai  caul  khane  honige,  1  tell  thee  I  shall  have  to  eat 

rice. 


rotia  khania  hosudia. 


he  will  have  to  eat  chapatis. 


With  Intransitive  Verbs. 

The  only  difference  is  in  the  past  tenses  where  with  intransitive 
verbs  the  agent  case  is  not  used.  It  must  be  observed  that 


CANJAttl  UKAMMAK. 


S 


oveu  in  inti',  verbs  the  aseiit  case  is  regularly  t'onnci  with  the 
avi  iit  -infinitive,  thus — 

klkan  tnrna  sasu?  liou  w.i.s  he  to  walk  ? 

rotia  laike  janiS  ne,  tl'ioy  Iiave  to  take  the  chapatis 

and  go. 

Ilete  we  should  he.ve  e.vuected  jana  ne,  but  the  infin,  is 
ati  laeted  into  the  Lorui  ot  the  noun  which  is  tiie  object  of  laike  : 
SCO  (.'raiuinar.  p  'M'l . 

Present  fV  fleet 

Kxainphvs :  — 

mai  gea  S.  I  tell  tliei:  I  have  gone, 

niai  gea  su  ghar,  I  have  gone  to  his  house. 

We  get  the  following  fortns  (using  gea,  went) — 
mai  gea  je,  su,  no,  asl  gae  fl,  je,  sii,  ne. 

tQ  gea,  su,  ne,  tusi  gae  su,  ne. 

oh  gea  i,  je,  su,  ne,  oh  gae  nl,  je,  su,  ne. 

Fern,  change  gea  to  gei  and  gea  to  geia  otherwise  o.xactly 
the  same  except  that  3i’d  sing,  is  gei  a,  not  gei  i. 

Simple  past:  use  -o  forms  ;  — 

jana  geo  su  ghar,  the  man  went  to  his  house, 

janani  geio  su  ghar,  the  vvnman  went  to  his  house. 


Pluperfect,  (also 

maigea(f.gei)saje, sash,  sane, 
gea  (f.  gei)  sasu,  sane, 
oh  gea  (gei)  sai,  saje,  sash, 
saije, 


means  simple  past). 

as!  gae  (f  geia)  saje, sasu, sane, 
tusl  gae  (f.  geia)  sasu,  sane, 
oh  gae  (f .  geiS)  sai)!,  saje,  sasu, 
sane. 


Future. 


In  addition  to  the  following  forms  we  may  have  mai  gea 
howSga  i,  oh  gea  howega  je,  etc.,  with  the  pronom.  suffixes 
after  the  verb. 

mai  gea  hoftga,  hojega  :  fern,  gei  hofigi,  hojegi. 
tu,  none. 

oh  gea  howiga,  hojega,  hosnga,  hojega :  fem.  geihowigi, 
etc. 


PANJAB]  GKAMMAP. 


;ir>9 

asi  gae  houge,  hojege :  fern.  geiS  hoftgiJ,  hojegit. 
tusl,  none. 

oh  gae  honlge,  hojege,  hosuge,  horiege  :  fern.  geiS  hoiiigiS, 

Vtc. 


PKONoviiNAi,  Suffixes  in  Negative  Sentences. 

W ith  the  ne.galive  na :  (for  the  interrogative  na,  and  nehl  na 
see  lower  down).  The  rule  is  the  same  as  for  affirmative 
sentences,  na  eome.s  before  the.  verb  as  a  rule,  occasionally 
after  the  siiffi.x,  in  which  case  it  is  strongly  accented. 

je  na  mardo  sTi,  if  he  had  not  straek  him. 

_  • 
cUttha  .su  ua.  he  has  not  seen  him. 

akhi  su  na,  do  no!  say  it  to  him. 


The  secoird  and  third  sentences,  if  na  is  unaccented,  will 
mean  '•  he  has  seen  him,  hasn’t  he  ?  and  '*  just  say  it  to  him, 
won  t  you  ?  ” 

With  the  negative  nehl.  Two  cases  arise — 

(1)  Ten.ses  not  containing  the  past  auxiliary  sa,  sae,  si,  etc. 

(i)  First  ride. — The:  suffix  follows  nehi  (almost  always), 

nehi  je  bhannea  ?  did  you  not  break  it  ? 

nehl  su  hikka^  lage,  they  will  not  drive  it  out. 

(ii)  Second  rule. — The  2nd  sing,  suffix  is  always  o,  no  matter 
what  it  wa.s  in  tire  affirmative  sentence. 


labblia  i  ?  hast  thou  found  it  ? 
nehl  o  labbha  Gabbhi)  ? 
labbhe  nl  (fern,  labbhia)? 
nehl  o  labbhe  (labbhia)? 
mal  dassna  3, 
mal  nehl  o  dassda. 


labbhi  a?  (fere,  object), 
hast  thon  not  found  it? 
hast  thou  found  them  ? 
hast  thou  not  found  them  ? 
T  am  telling  thee. 

1  will  not  tell  thee. 


(2)  Tenses  with  past  auxiliary. 

Rule. — The  .suffix  is  attached  to  sS,  si,  etc.,  which  become, 
as  in  affirmative  sentences,  sai,  sanl,  saje,  sash,  sape.  These 
words  are  preceded  by  nehl. 
nehl  sai  muTsa  . 


wert  thon  not  going  to  stop  ? 


360 


PAN.1ABI  GRAMMAR. 


Onacc^Hted  interrogative  na. 

Rule. — The  na  follows  the  suffix, 
hime  ohahgna  i,  na ?  you're  going  to  prune  now. 

aren’t  you  ? 

Interrogative  nehl  na. 

Rule-. — The  suffix  generally  comes  between  nehl  and  na; 
nehl  o  na  (pgga,?  T  am  asking  thee,  it  has  not  fallen,  has  it  ? 
Cf.  nehl  e  na  (Ugga,  thou  hast  not  fallen,  hast  thou  ? 

Interrogative  Pronouns. 

Interrogative  pronouns  are  often  used  in  place  of  a  negative  ; 
mal  ehnS  ki  kari  what  shall  1  do  with  it.  i.e.  it  is 

of  no  use  to  me. 

6h  da  kitthe  inna  akl  e  he  has  not  got  so  much  sense 

(akl  also  feminine), 
oh  kadS  wahn  lagga  he  will  never  plough. 

ki,  unlike  the  Urdu  kya,  is  never  used  merely  to  indicate  a 
question,  nor  is  ki  employed  in  the  sense  of  whether,  .or,  Urdu 
kya.  .kya.  For  that  Panjabi  uses  bhawi.  .bhawi. 

kya  is  sometimes  used  along  with  adjectives  in  interjections 
with  the  sense  how,  this — 

kya  sohni  gall  or  kehi  sohni  gall,  what  a  good  thing ! 
Indefinite  Pronouns. 

The  indefinite  pronouns  are  koi,  some  one,  any  one,  and  kujjh 
something,  anything.  The  following  examples  illustrate  p.  293. 
koi  koi  aea  (sing,  verb),  some  people,  very  few  people  came, 
kujjh  kujjh  e,  there  is  a  little 

koi  nehl  aea,  no 'one  came;  kujjh  nehl  milea,  nothing  was 
obtained. 

koi  . .  koi  (both  singular)  some  . .  others,  thus  koi  mannda 
we,  kdi  nehl  mannda,  some  agree,  others  do  not. 

k51  na  koi  howSga,  there  will  be  someone  or  other  ;  kujjh  na 
kujjh  milega,  you  will  get  something  or  other. 

k51  ia  sometimes  used  with  the  sense  of  ‘  about  ’  in  connection 
with  numbers  or  measures  of  any  kind,  such  as  time,  quantity. 


PANJABI  GRAMMAR. 


361 


etc.  In  this  sense  it  is  never  declined.  It  is  often  contracted  to 

ku,  ko. 

koi  ghainte  nfi  in  about  an  hour, 

eh  ko  oahh  wattlS  da  bhar  this  is  about  four  wattis  (eight 
hdwega  ser)  in  weight. 

A  word  ku,  whether  this  or  another,  with  the  same  meaning, 
often  follows  numbers,  and  the  words  kinna,  inna,  k^da,  edda. 
kinna  ku  howega?  trai  ku  How  much  will  there  be  ?  .4 bout 
ser  howega.  three  ser. 

koi  nehl  is  sometimes  used  with  the  sense  of  not  at  all,  as — 
ohimba  te  koi  nehl  aea  the  washerman  has  not  come  at  all. 

Gangu  te  koi  nehl  aea  (ISangu  has  not  come  at  all 

Reflexivk  Pronoun. 

In  the  nominative  this  is  merely  emphatic,  giving  the  sense  of 
myself,  yourself,  himself,  themselves,  etc.  In  the  oblique  oases 
it  is  really  reflexive.  The  nominative  is  ape,  api,  ap^  apS  or 
ap.  In  the  prepositional  case  apna  is  used,  except  in  the  accu¬ 
sative  or  dative  where  apne  ap  nS  is  the  form  found. 

The  oblique  cases  of  the  reflexive  pronoun  are  used  whenever 
the  reference  is  to  the  nominative  of  the  sentence.  The  ordinary 
pronouns  mera,  tuhadda,  ohnS  da,  etc.,  must  not  be  used  in  a 
reflexive  sense. 

Pira  ohdi  panjali  apnl  Pira  considers  his  (the  other 
samjhda  e  man’s)  yoke  his  own. 

tusa  meri  lelli  nft  apna  karke  you  have  kept  my  lamb,  consider- 
rakkhea  ing  it  your  own. 

oh  ape  jake  apna  bandobast  karange,  appe  ap  nu  te  jhallea 
nehl  na  samjhde,  they  will  go  themselves  and  make  their  own 
arrangement,  they  do  not  consider  themselves  idiots. 

When  the  reflexive  pronoun  is  in  apposition  with  a  noun  or 
pronoun  it  is  often  kept  in  the  nominative  even  though  the  other 
word  is  in  the  prepositional,  thus — 

sanfi  ap3  Panjabinehl  aundi,  we  ourselves  do  not  know  Panjabi. 


PAN.TABl  OBAMMAR. 


If  the  preposition  takes  the  genitive  of  a  noun  or  pronoun  the 
genitive  apna  is  generally  employed,  as  saddS  appe  kol  kujjh 
nehl  e,  we  ourselves  have  nothing. 

Thispronoun often  hasthesenseof  without  assistance,  by  itself, 
etc.,  apS  wall  ho  jaeda,  it  will  get  well  by  itself. 

apna  isoften  used  for  one’s  own  where  one  might  expect  sadda 
or  merS.  or  tuhaddft,  thus — 

gh  te  apna  e,  this  is  our  own.  Or  a  servant  will  say  eh  apna 
meo  e,  meaning  this  is  our  table,  i.e..  it  belongs  to  the  house. 

Prepositions. 

n6,  by,  is  used  only  as  tlie  sign  of  the  agent.  Some  Panjabis 
never  use  it  at  all.  It  should  not  be  used  with  pronouns 
although  speakers  under  the  influence  of  Urdu  do  so  use  it. 

-S  is  added  to  the  singular  of  nouns  (never  to  the  plural  except 
names  of  villages),  and  words  used  as  nouns,  such  as  adjectives, 
infinitives,  etc.,  to  ad  verbs  and  to  other  prepositions.  It  has  the 
sense  of  ‘  from  ’  in  time  and  place,  and  sometimes  is  practically 
meaningless. 

For  the  plural  of  nouns  a  detached  preposition  is  employed 
thus  gharS  from  the  house ;  ghara  thS,  from  the  houses. 

The  changes  produced  in  nouns  by  the  addition  of  -8  have  been 
explained  under  the  heading  of  declension  of  nouns,  p.  278. 

The  adverbs  of  place  etthe,  otthS,  jitthe,  kitthS.  kitale, 
kite,  kidhare,  utte,  agg6,  pioche,  drop  the  final  e  before  -8. 
When  one  of  t  hese  words  is  used  with  the  preposition  da,  it  com¬ 
monly  though  not  invariabh’’  takes  the  suffix  -8  before  the  da, 
thus — 

6tth8  da  jana,  a  man  from  there,  §ttli8  di  gall,  a  matter 
belonging  to  here.  We  also  have  6ttli§  da  jana,  StthS  dl  gall. 

Other  examples  with  adverbs  are  ; — 

8&hmpe8  from  in  front.  nereS  from  near. 

utt8  from  above.  agg8  from  before. 

banne8  from  outside.  pare8  from  beyond. 

In  the  following  -8  seems  to  have  no  meaning  ; — 
od8  then,  jad8  when,  tad8  then. 


PANJABI  GRAMMAR. 


303 


also  wallS  in  the  phrase  merg  wallS  wekhda  e,  he  is  looking 
at  me. 

-8  and  the  detached  prepositions  tho,  t8,  thi,  te,  have  in  addi¬ 
tion  to  the  meaning  of  from  in  time  and  place,  the  meanings  of 
‘from’  in  free  from,  get  well  (from  sickness),  prevent  (from),  be 
evident  (from),  escape  (from),  deny  (from),  refuse  (from),  refrain 
(from),  fear  (from),  ask  (from),  source  (from  in  time  or  place). 

-8,  however,  has  not  the  sense  which  these  others  have  of  ‘than’ 
in  comparison,  ‘  to  ’  in  superiority  or  inferiority  to,  or  the  sense  of 
‘  for  ’  in  prices  (for  so  much)  or  exchange.  -8  may  be  used  along 
withnal  incoraparison,  mere  nal8,  than  1.  kolS  may  frequently 
be  used  for  these  prepositions. 
aun8  inkar  kita,  aun  t8 

inkar  kita 

panjS  paisea  t8  milea 
tuhath8  wadda  e 
bimari8  wall  hoea 


he  refused  to  come. 

it  was  obtained  for  five  pice, 
bigger  than  you. 

he  has  got  well  from  his  sickness. 


jan8  marea  gea,  he  was  beaten  from  his  life,  i.e.  killed. 
meth8  or  mere  k6l8  kasur  hoea,  I  have  committed  a  fault, 
waihre  t8  wachera  wataea  exchanged  a  foal  for  a  calf. 


te.  utts,  on,  upon,  is  sometimes  used  where  we  should  expect 
another  preposition,  thus — 


khuh  tg,  at  the  well,  tala  tg,  at  the  tank,  hatti  uttg,  at  the  shop. 


mgrg  tg  arzi  pai 

apnl  gall  te  wi  khlowea  kar 

hukm  uttg  oalna 

oh  dg  tg  karz  carh  gea 


he  brought  a  case  against  me. 
stick  to  your  position  or  word, 
to  keep  an  order, 
he  got  into  debt. 


kisg  te  ashik  hona,  be  in  love  with  someone,  ashik  has  the 
oriental  sense  of  love. 

nal  is  used  for  ‘  with  ’  of  contiguity,  also  for  ‘  with '  or  other 
prepositions  compounded  with  verbs,  e.g.,  fight  with,  work  with, 
deal  with  (treat  well  or  ill),  speak  to  (with),  feel  disgust  at  (with), 
be  pleased  or  displeased  with,  tie  to,  unite  with,  love,  come  into 
contact  with. 


waihra  rukkh  nal  bannhl  tie  the  calf  to  a  tree, 
puttar nS>l  bar! mhabbat klti  loved  his  son  much. 


364 


PANJABI  GRAMMAR. 


oh  di  sutthan  nal  mera  pair  my  foot  touched  his  trousei.s. 

lagg  gea. 

caliye  nalo  nal  let  us  go  together. 

Abstract  nouns  compounded  with  nal  give  the  sense  of  ad¬ 
verbs,  as — 

cheti  nal  quickly, 

sababb  nal  by  accident,  by  chance, 

till  nal  by  force  or  with  efifort. 

kdlb  is  frequently  employed  for  ‘  by  ’  of  agency 

6h  de  kdlo  nehi  cukkida  he  cannot  lift  it. 

6h  d§  kolS  oukkan  nehi  hunda  he  cannot  lift  it. 

6hnfi  ustad  kolS  parhaaga  I  will  have  him  taught  by 

a  teacher. 

ua|8  is  employed  for  the  purposes  of  comparison,  meaning 

than.’  (See  under  -5). 

bin,  bina,  bijn,  bajhS  are  used  with  the  inflected  past  participle 
to  express  our  ‘  without  ’  with  the  gerund. 

bin  khadhei  tur  gea  he  went  away  without  eating. 

bin  sadde^  aea  he  came  without  being  called. 

This  is  also  expressed  by  the  two  prepositions  th8(thi,  etc.),  and 
bina,  as  akkhan  t5  bina,  without  saying.  In  this  case  the  in¬ 
flected  infinitive  is  used. 

wall6  often  means  on  behalf  of,  from — 
mere  wallS  oh  de  agge  hatth  beseech  him  from  me  (put  your 

jorna  or  bannhna.  hands  together), 

mere  wallS  ohnfi  akhna  say  to  him  from  me. 

The  ordinary  meaning  is  from  the  direction  of,  sad4e  wallS, 
from  our  party,  from  us. 

hSth,  below,  said  of  rupees  has  the  sense  of  “  temp&harily  kept 
back.” 

68  do  rupae  heth  rakkhe  he  kept  back  two  rupees, 
ohe  din  heth  rakkhe  he  kept  back  the  wages  of  si.x 

days. 

agge  has  often  the  meaning  of  in  comparison  with,  dr  in  the 
opinion  of,  thus — 


PANJABI  GRAMMAR. 


365 


oh  de  agge  oh  kujjh  nehl  e,  means,  according  to  context, 
compared  with  him  this  is  worthless,  and  in  his  opinion  this  is 
worthless. 

sir  is  used  with  wSla,  wakat,  time,  and  ths,  place,  to  mean 
‘in,’  wele  sir,  or  wakat  sir,  in  time,  at  the  right  time ;  thS  sir, 
in  the  right  place. 

sar  in  conjunction  with  the  form  in  eS  of  present  parti¬ 
ciples  means  just  at  the  time  of,  aundeS  sar,  on  arrival ; 
akhdei  sar,  while  speaking  ;  wardeS  sar  mar  gea,  he  died  or 
entering. 

Adjectives. 


The  relative  adjectives  jeha,  as,  jinua,  as  much  as,  jMda,  as 
large  as,  havealmostaprepositional  force,  being  used  with  the  pre¬ 
positional  of  nouns  and  pronouns,  while  themselves  agreeing  w'itli 


the  noun,  or  pronoun  to  which 

oh  katti  mere  waohere  jeddi 
e 

tuhadde  jeha  te  koi  ghulatia 
nehl 

Gujrat  jinni  kise  duale  de 
pind  di  abadi  nehl 


they  refer. 

that  young  buffalo  is  as  large 
as  m\’  foal. 

tliere  is  no  wrestler  like  you. 

no  village  round  about  has  as 
much  population  as  Gujrat. 


In  these  sentences  jeddi,  jeha,  jinni  agree  with  katti,  ghula- 
Ua,  abadi,  respectively,  while  waohere,  tuhadde,  Qujrat  are  in 
the  prepositional  case. 

This  use  of  jeha  is  not  to  be  confounded  with  that  mentioned  in 
the  earlier  part  of  the  grammar,  p.  292,  where  the  meaning  is 
rather,  -ish,  and  where  jeha  is  used  not  wdth  the  prepositional 
c  ise  of  the  noun,  but  in  simple  agreement  with  it,  as  in  the 
following : — 

gori  jehi  gt  a  reddish  cow. 

mara  jeha  dhagga  a  rather  weak  bull. 


Instead  of  the  plural  prepositional  form  adjectives  frequently 
employ  the  form  in  -e  when  in  agreement  with  masculine  nouns, 
thus — for  saddei  kutdreS  da,  of  our  puppies,  saddS  kutdrel  da 
js  quite  common. 


366 


PANJABI  GRAMMAE. 


In  the  vocative  the  adjective  usually  follows  the  usage  of  the 
noun,  if  the  noun  takes  the  vocative  form  the  adjective  generally, 
does  so  also.  Sometimes  the  noun  has  it,  while  the  adjective 
retains  the  ordinary  oblique  form,  singular  or  plural,  but  the 
adjective  never  takes  the  vocative  form  unless  the  noun  has  it, 
thus — 

m6r§  malik,  merea  malika  or  mere  malika,  but  not  m§rea 
malik,  my  master. 

For  the  agreement  after  the  prepositional  nfi  and  for  a  similar 
rule  applying  to  a  complementary  attributive  w’hen  the  noun  i.s  in 
the  agent  case,  and  also  when  there  is  an  impersonal  sense  with 
no  nominative  expressed,  see  under  accusative  case 

All  adjectives  singular  and  plural  may  be  used  as  nouns,  as, 
ikk  garib,  a  poor  man,  koimara  jeha,  some  feeble  man,  buddhis 
married  women. 

NuMERAr,  Adjectives. 

Numeral  adjectives,  after  the  first,  generally  take  their  noun  in 
the  plural.  The  word  rupayya,  rupee  is  not  infrequently  used 
in  the  singular.  The  numbers  sau,  hundred,  hazar,  thousand, 
lakh,  100,000,  frequently  take  their  noun  in  the  singular  if  it  is 
masculine. 

do  sau  ghora  two  hundred  horses. 

dUhal  hazar  banda  two  thousand  five  hundred  men. 

When  a  number  is  counted  by  .scores  the  word  wihi  often  has 
its  noun  in  the  singular. 

oar  wiha  jana  four  score  men. 

If  the  noun  is  expressed  the  word  wihi  doe.s  not  affect  the 
gender  or  number  of  the  verb,  but  if  the  noun  is  omitted  wiha 
takes  its  verb  in  the  feminine  plural. 

trai  wiha  rupea  milea  si  he  got  sixty  rupees, 

trai  wihi  milii  san  he  got  sixty. 

When  the  noun  qualified  by  a  numeral  is  governed  by  a  prep¬ 
osition,  the  numeral  is  nearh'^  always  inflected,  thus — 
panji  janei  di  mazdtlri  five  men’s  wages, 
satthi  rupayyi  tS  aea  it  costs  sixty  rupees, 
dast  pais)  for  ten  pice. 


PANJABI  QBAMMAR. 


367 


ff,  however,  the  noun  is  in  tAie  singular  the  adjective  is  not 
inflected. 

Thus  car  rupae  to  milea,  it  was  obtained  for  four  rupees. 
Agreement  of  Adjectives. 

Panjabi  frequently  uses  adjectives  where  we  should  have 
adverbs,  as  in  phrases  like  “  he  plays  well,”  “  he  writes  well.  ’ 
The  question  of  their  agreement  causes  some  difficulty.  The 
rides  are — 

(i)  Intrans.  verbs  with  no  object.  The  adjective  agrees 
with  the  nominative. 

oh  oangi  khSddi  e,  she  plays  well. 

(ii)  Trans,  verbs  with  no  object.  The  objective  is  masc. 
governed  by  the  verb. 

oh  bara  cahga  li^di  e,  she  writes  very  well. 

(iii)  Trans,  verbs  with  an  object  or  intrans.  verbs  with  a 
cognate  object.  The  adjective  agrees  with  the  object. 

oh  kapi  oaAgi  li^da  e,  he  does  his  copy  well, 

oh  kirkat  oaAga  kheddi  e,  she  plays  cricket  well. 


Adverbs. 

There  is  some  difference  between  aho  and  ha.  ah5,  ah  and, 
less  frequently,  hS,  are  used  in  giving  an  affirmative  answer  to  a 
question,  aho,  but  not  ah,  often  means  “  well,  go  on,  lam  listen¬ 
ing.”  hi  is  used  to  reply  to  one’s  name,  while  ha  te  means  •  yes, 
indeed,  what  else  would  you  expect The  following  questions 
and  answers  between  A  and  B  will  exemplify  the  usage. 

A.  tur  calea  i  P  B.  aho  (or  ah).  A.  are  you  off  ?  B.  yes. 

A.  wal  karr  barre  ho  gae  n!  P  B.  ki  P  A.  waL  B.  ah6  ? 
A.karrbarre  ho  gae  nlP  B.  ho  gae  n§  kujjh  kujjh.  A.  has 
your  hair  got  grey  ?  B.  what  ?  A.  your  hair.  B.  well  ?  A.  ha.s 
it  got  grey  ?  B.  somewhat. 

A.  d@  Bfltea  !  B.  hS!  A.  Btlta  !  B.  yes. 

A.  mukkar  gea  e  ukka  mukkaP  B.  hi  te.  A.  has  he 
refused  altogether  ?  B.  yes,  I  should  rather  think  he  has. 


368 


PANJABI  ORAMMAB. 


A  long-drawn-out  ha  on  two  or  three  notes  may  mean  “  Oh,  I 
see  now.  Is  that  the  way  of  it  ?”  In  this  ca.se  ah6  woald  not 
be  used. 

THE  VERB. 


The  Ineinitive. 

The  uses  of  the  infinitive  are  complicated.  Its  fiexibility  is  one 
of  the  characteristic  features  of  Panjabi. 

(i)  As  a  noun.  Vfc'hen  so  used  it  may  be  nominative  to  a 
verb,  governed  by  a  verb,  or  governed  by  a  preposition. 
Whether  it  is  nominative  or  objective  it  may  itself 
govern  an  object.  In  this  case  it  generally  agrees  in 
gender  and  number  with  its  object,  and  if  it  is  nomi- 
jiative  the  verb  to  which  it  is  nominative  also  agrees 
in  gender  and  number.  If  the  object  is  governed  b}' 
the  preposition  nfi,  the  infinitive  does  not  agree  with 
it,  but  remains  in  the  nominative  singular.  When  the 
infinitive  has  no  object  it  retains  the  form  of  the  nomi¬ 
native  singular. 

j’he  prepositional  form  of  the  infinitive  is  found  by  adding  n  to 
the  root  if  it  ends  in  a  vowel  (or  a  vowel  followed  by  h),  n  if  it 
ends  in  r,  r,  rh,  rh,  and  -an  if  it  ends  in  any  other  consonant. 

(a)  simple  nominative  or  objective,  infinitive  in  agreement 
with  its  object. 


nahauna  canga  we  it  is  good  to  wash  oneself, 

es  rah  atma  jana  bara  hunda  there  is  much  coming  and  going 
e  on  this  road, 

laina  dena  dealings. 

mai  apna  laina  lellea  e  I  have  taken  what  I  had  to  take, 

hun  08  munde  parhna  chadd  now  that  boy  has  given  up 
ditta  e  reading, 

cori  karni  marl  e  it  is  wrong  to  steal. 

gS  coni  bhull  gea  he  forgot  to  milk  the  cow. 

kanaki  gahnil  raih  geil  it  remains  to  thresh  the  wheat. 


(6)  governed  by  preposition.  Sometimes  the  preposition  is 
understood.  This  is  specially  the  case  with  preposi- 


PANJABI  GRAMMAR 


369 


tions  expressing  cause  or  reason ,  such  as  nfl,  waste, 
lai. 


oh  mere  aun  tS  paihlS  moea 
gadda  jan  nfi  tear  ai 
puehhan  gicchan  di  lor  nehl 
asi  khlon  joge  nehl 
mai  kamm  karn  gea 
bhra  dhagga  weccan  gea 
oh  wekkhan  aea 
oh  marn  gea,  sag5  mar  khan 
lagga 

mai  pucchan  pucchan  karda 
sS 


he  died  before  I  came, 
the  cart  is  read}'  to  go. 
there  is  no  need  to  enquire, 
we  are  not  able  to  stand  (live,  etc.). 
I  went  to  work. 

my  brother  went  to  sell  a  bullock . 
he  came  to  look. 

he  went  to  beat  but  began  to  be 
beaten. 

I  was  on  the  point  of  asking,  I 
wished  to  ask. 


It  will  be  noticed  that  the  above  uses  correspond  in  great 
measure  to  the  Latin  gerund  and  gerundive. 

The  infinitive  I  in  agreement  often  expresses  purpose.  It 
may  be  in  tense. 

mai  gala  cugnia  chadddittiS  I  left  the  cow  s  to  graze, 
san 

sunyare  apni  dhi  parhni  pai  the  goldsmith  has  sent  his  girl  to 

read 

phathhia  dhoniS  dittiS  su  he  gave  the  waistcoats  to  be 

washed. 

manji  unni  or  unani  ditti  nS  they  gave  the  bed  to  be  woven, 
patlun  sukknl  pai  he  put  out  the  trousers  to  dry. 

There  is  a  usage  with  the  verb  pana  which  does  not  appear  to 
come  under  the  rule,  it  differs  from  that  of  the  last  examples. 

chimbe  kamiza  s&kne  paia  the  washerman  put  out  the  shirts 

to  dry. 

jhigga  sukne  paea  saje  ?  did  you  put  out  the  shirt  (native) 

to  dry  ? 

Here  it  will  be  seen  that  the  form  sukne  does  not  vary.  It 
is  peculiar  inasmuch  as  a  form  in  -ne  does  not  occur  in  the 
singular  in  the  normal  inflection  of  the  infinitive. 

24 


370 


PANJABI  GRAMMAR. 


The  verb  laggna  governs  the  infinitive  in  the  prepositional, 
oh  kadS  partan  lagga  when  will  he  ever  give  or  take 

it  back  ? 

kuri  ron  laggi  the  girl  began  to  cry. 

(c)  with  some  word  signifying  advisable,  necessary,  etc. 
This  is  merely  a  variation  of  (a),  oahida  e  (the 
organic  passive  of  cahna,  wish)  is  used  with  the 
sense  of  it  is  advisable  or  desirable  or  one  ought ; 
paina,  to  lie,  with  the  infinitive  means,  have  to, 
it  will  be  necessary  to ;  and  hona,  be,  become,  with 
an  infinitive  has  practically  the  same  sense.  These 
verbs  agree  in  number  and  gender  with  the  infinitive 
which  is  nominative  to  them,  that  in  turn  being 
attracted  into  the  number  and  gender  of  the  noun 
if  any,  which  is  governed  by  it,  unless  the  word 
nfi  governs  the  noun,  in  which  case  the  infinitive 
remains  in  the  nominative  singular  masculine,  this 
being  the  form  which  it  assumes  also  when  there  is 
no  noun. 


kitaba  parhnia  cahidiS  n§ 
ehna  kitabs  nfl  parhna 
cahida  e. 

bagghi  joni  pawedi 


one  ought  to  read  books, 
one  ought  to  read  these  books. 


khana  paie  ga 

malai  lahnl  we 

bhalke  pihai  deni  bdwMi 


you  will  have  to  harness  the 
trap. 

it  will  be  necessary  to  eat. 
the  cream  has  to  be  taken  off. 
to-morrow  one  will  have  to 
give  the  price  of  grinding. 

id)  with  prepositional  inflection  to  indicate  ability.  The 
infinitive  is  used  in  the  prepositional  case,  even  when 
nominative,  to  indicate  ability.  This  use  is  common 
only  in  negative  sentences.  When  found  in  affirma¬ 
tive  sentences  the  affirmation  is  generally  in  close  con¬ 
nection  with  a  negation.  This  infinitive  may  govern 
an  object,  and  in  that  case  it  will,  though  remaining 
unchanged  itself,  attract  the  verb  to  which  it  is 
nominative,  into  the  number  and  gender  of  its  object 


PANJABI  GBAMMAR. 


371 


except,  of  course,  when  nfi  interposes,  and  breaks  the 
concord. 


mere  kolo  khl6n  nehi  hunda  I  cannot  stand. 

turn  te  hunda  e  par  eddi  pand  nehi  oukkan  hundi,  I  can 
walk,  but  I  cannot  lift  so  heavy  a  load.  (This  probably  in  reply 
to  a  question  can’t  you  walk  ?  ”) 

bhalke  mitti  nehi  puttan  howedi,  to-morrow  one  will  not  be 
able  .to  dig  earth  (but  puttni  howedi  would  mean  will  not  have 
to  dig  earth). 

eddiS  aukhia  kitabS  munde  kolS  nehi  parhn  hon  laggiS, 
the  boy  will  not  be  able  to  read  such  difficult  books. 

d@h  rat  caukidari  nehi  karn  hundi,  one  cannot  watch  day 
and  night. 

(e)  The  infinitive  is  often  used  as  an  imperative.  When  so 
used  it  agrees  with  its  object  if  there  is  any. 

aiii  nehi  karna  do  not  act  thus. 

roti  meri  lai  auni  bring  my  food. 

gaiS  gtthB  kaddhnia  turn  out  the  cows  from  here. 

(/)  The  infinitive  is  used  with  the  agent  case  of  nouns  and 
pronouns  to  express  the  idea  of  to  have  to,  to  intend 
to.  In  this  case  the  rule  for  the  agreement  of  the 
infinitive  is  exactly  the  same  as  the  rule  for  the  agree¬ 
ment  of  the  past  participle  in  the  agent  construction 
of  transitive  verbs.  This  use  of  the  infinitive  is 
extended  to  all  verbs,  transitive  and  intransitive,  the 
latter,  however,  not  being  able  to  take  an  object. 


kitthe  jana  ne  ?  5hna  shaihr 
jana  e 

6s  nehi  parhna 
ta  murna  nehi  ? 
pisha  te  sarea  partna  e 
mai  osde  rupayye  dene  n§ 
roti  aje  khani  je? 
dhagge  kitthe  laijane  nl  ? 


where  have  they  to  go  1  they 
have  to  go  to  the  city, 
he  will  not  read, 
will  you  not  desist  ? 
all  have  to  turn  back. 

I  have  to  give  him  money, 
ha  veyou  still  tohaveyour  food? 
where  have  you  to  take  away 
the  bullocks  ? 


372 


PANJABI  GRAMMAR. 


oitthia  kholnia  sane  they  had  to  open  the  letters. 

malohnSdohS  nSwalkeparta  1  had  to  turn  them  both  and 
leauna  si  bring  them  back. 

(g)  When  the  nominative,  is  a  purely  involuntary  agent, 
andnointentionisattributedtoit,  the  construction  (/) 
is  often  changed  for  one  in  which  the  infinitive  and 
finite  verb  agree  with  thenoininative.  This  construc¬ 
tion  is  found  only  with  intransitive  verbs 


gala  wall  te  honia  i  nehl 
es  tarha  bamar  hone  nl 
oh  ghorls  wigar  zarur  janiS 
nl. 

toe  te  kharab  hone  i  hoe 
The 

lowing  : — 


the  cows  will  not  get  well, 
in  this  way  they  will  get  ill. 
those  mares  are  sure  to  be 
spoiled. 

the  holes  are  bound  to  be  bad. 


difference  between  the  two  usages  may  be  seen  in  the  fol 


cauh  janea  sauna  e,  four  men  intend  to  or  are  going  to  sleep, 
ear  jane  saune  nl  four  men  will  be  sleeping  here  (a  calculation 
as  to  how  many  men  can  be  got  into  the  space). 

meri  manji  wi  jani  e  my  bed  too  is  to  go.  [etc. 

merit  bhaina  wi  jana  e  my  sisters  are  to  go,  intend  to  go, 

ehna  cnhiS  murna  nehl  these  mice  will  not  desist, 
eh  cuhia  suddharnia  nehl,  these  mice  will  not  become  good. 
(Here  the  mice  are  treated  as  acting  without  volition.) 

With  the  verbs  auna,  come,  and  jana,  go,  the  inSnitive  is  often 
attracted  into  agreement  with  some  noun  which  is  object  to  a  con¬ 
junctive  participle  and  has  therefore  no  connection  with  the 
infinitive  which  it  attracts. 


ta  karchia  chaddke  aunia  come  after  leaving  the  spoons, 
mal  HndS  cukake  janis  nl  T  have  to  go  after  having  helped 

someone  to  lift  the  earthen  pots. 

In  the  first  sentence  we  should  expect  auna,  and  in  the  second 
jana. 

-wala. 

This  is  perhaps  a  convenient  place  for  a  note  on  -wala.  walft 
may  be  added  to  any  noun  with  the  meaning  of  ‘  ‘  connected  with  ” , 


PANJAT5I  GRAMMAR. 


373 


“  possessing ”  or  “belonging  to”;  thus  we  have  majjhiwala, 
buffalo  man,  ghore  wala,  man  with  a  horse,  bill!  akkh  wala, 
man  with  a  cat-like  eye.  The  noun  M  ith  wala  is  put  in  the 
prepositional  case. 

Unlike  Urdu,  Panjabi  makes  a  clear  distinction  between 
singular  and  plural  in  the  words  to  which  -wala  is  attached. 
Thus  trera  wall  kandh,  a  wall  witJi  cracks:  trer  wall  kandh, 
a  wall  with  a  crack  :  citteS  challea  wala,  someone  with  white 
rings :  citte  challe  wala,  .someone  with  a  white  ring. 

The  word  roti  wala,  bread -man,  is  a  word  imported  from  Urdu 
for  the  benefit  of  Europeans.  It  ought  really  to  be  rotia  wala. 

-wala  may  be  added  to  the  genitive  of  pronouns  and  the  prep, 
case  of  nouns  to  mean  “  having  connection  with”  as  distinguished 
from  “  belonging  to.’  Thus  meri  wadhri,  my  thong,  but  mere- 
wali  wadhri,  the  thong  which  I  had  in  my  hand  or  which  was 
formerly  mine  (but  now  perhaps  is  yours),  camraiig  da 
sant^a,  the  buffalo  of  the  tanner,  but  camrahg  wala  sandha, 
the  buffalo  which  has  some  connection  with  the  tanner,  perhaps 
was  his  and  was  sold  by  him.  See  Appendix. 

Exceptions— 'PTononns  in  the  third  sing,  may,  and  in  the  third 
plur.  must,  take  the  prep,  case  before  wala.  See  Appendix. 

Care  must  be  taken  never  to  use  -wala  for  the  English  ‘  one  ’ 
after  an  adjective.  The  red  one  or  the  white  one  must  be  repre¬ 
sented  simply  by  suha  or  bagga  and  not  by  the  use  of  -wala. 

When  wala  is  used  with  an  adjective  a  noun  is  understood. 
Thus  if  one  were  speaking  of  two  boys  wearing  shirts  one  might 
say :  ikki  da  kala  jhigga  si  te  ikk  da  citta ;  citte  wala  tnr 
gea,  te  kale  wala  aje  etthe  i  e,  one  had  a  black  shirt  and  one 
a  white,  the  one  with  the  white  (shirt)  has  gone  away,  the  one 
w’ith  the  black  shirt  is  still  here,  citte  wala  could  never  mean 
the  w'hite  one.  Similarly  in  speaking  of  girls  and  boys  with 
buffaloes,  buri  wala  would  mean  the  boy  with  the  grey  buffalo, 
btlri  wall  the  girl  with  the  grey  buffalo. 

-wala  never  takes  the  accent.  The  accent  of  ghdreS  wala  is  on 
a,  of  nakheranwala,  one  who  separates,  one,  of  wekkhanwaliS, 
women  who  are  looking,  on  S:  in  no  case  does  it  fall  on  any  part 
of  wa}a. 


374 


PANJABI  GRAMMAR. 


Past  Participle. 

As  explained  in  the  Accidence,  when  hoea,  the  past  participle 
of  hona,  is  added  to  the  past  participle  of  a  verb  a  state  is 
indicated,  and  if  the  verb  is  transitive  the  state  is  passive. 

riddbe  hoe  caul  cooked  rice. 

tusa  Khushab  dittha  hoea  e  have  you  seen  Khushab  ?  (is 

Khushab  in  the  state  of  hav¬ 
ing  been  seen  by  you  ?) 

The  hoea  is  sometimes  omitted  as  baitha  baitha  safl  reha, 
while  seated  he  fell  asleep. 

The  past  participle  may  be  used  as  a  noun  : — 

phatha  sabbh  kujjh  karda  e,  one  entangled  will  do  anything. 

An  exception  to  the  passive  use  is  found  in  the  phrases  parhea 
hoea  and  sikkhea  hoea  which  may  mean  both  having  studied  or 
learned  and  having  been  studied  or  learned. 

oh  ParsI  parhea  hoea  e  he  is  one  who  has  studied  Persian, 
os  Farsi  parhi  hoi  e  he  has  studied  Persian. 

When  the  past  participle  is  used  in  apposition  to  an  object  it 
agrees  with  the  object  unless  when  nft  intervenes,  in  which  case  it 
remains  masculine,  singular,  or,  rarely,  takes  the  ending  -eS. 
(See  also  note  on  -eS  at  the  end  of  the  noun  cases.) 

mal  ikk  munda  moea  hoea  I  saw  a  boy  dead. 

(Mttha 

oh  nfi  pea  hoea  chaddea  he  left  him  lying. 

baihna,  sit.  khlona,  stand,  sometimes  take  theendingin  -el,  but 
with  other  verbs  it  is  rare  in  this  connection, 
je  tfl  kuri  nu  baithel  ja  if  you  see  the  girl  sitting  or 
khlotea  wekhe  standing. 

CoNJONCTivE  Participle. 

This  generally  has  the  meaning  of  having  done  something,  but 
it  often  has  a  present  signification  and  very  frequently  is  used  as 
an  adverb. 


kard  pharake  ja 


having  handed  the  knife  go. 


PANJAHt  GRAMMAR. 


375 


bhajjke  ja,  nale  soc  samajhke 
gall  karl 

wazS  (awazS)  mar  marke  gal 
patgea 

bhangake  wehnda  e 


go  running,  moreover  speak 
thoughtfully  and  under- 
standingly. 

my  throat  has  burst  throngh 
calling  out. 
he  looks  squintingly. 


janke,  knowingly:  hosh  karke,  carefully:  bacake,  carefully 
(savingly). 


This  participle  generally  refers  to  the  nominative  of  a  sentence, 
but  other  uses  are  found,  as — 


menft  wekhke  gussa  aea  I  got  angry  on  seeing  it  (anger 

came  to  me). 

,iiwi  marl  karke  pai  hoi  e  the  land,  being  considered  bad, 

is  lying  idle. 

When  a  verb  is  repeated  to  indicate  continuance  or  when  two 
verbs  having  a  single  idea  are  used  together,  the  ending  -ke  is 
attached  only  to  the  second  :  see  mar  marke  above. 

kha  pike  having  eaten  and  drunk. 

For  phrases  like  mal  kitaba  chaddke  jania  ni  or  aunia  nS,  see 
under  Infinitive,  p.  372. 

When  the  cotjjunctive  participle  of  a  verb  is  joined  to  a  verb  of 
motion  or  one  meaning  to  send,  it  is  common  to  omit  the  ending 
-keor  with  the  simple  imperat.  sing,  of  auna,  come,  to  substitute 
-e  for  -ke.  The  two  verbs  thus  connected  express  practically  a 
single  idea  which  is  very  often  somewhat  different  from  the  idea 
which  would  be  expressed  if  the  (aiding  -ke  were  retained  : — dass 
jana,  tell  and  go :  de  jana,  give  and  go  ;  utth  khlona,  get  up 
and  stand  ;  utth  nassna,  get  up  and  run  away;  utthe  a,  get 
up  and  come :  wekhe  a,  look  and  come  ;  de  auna,  give  and  come, 
in  all  these  there  i-;  a  special  nuance  of  meaning  not  found  in  the 
fuller  form,  but  very  difficult  to  put  into  words.  Thus  oh  uUh 
nattha,  is  '  he  was  up  and  off  ’  :  utthke  nattha  (or  nass  gea)  he 
got  up  and  ran  away.  Sometimes  the  meaning  is  considerably 
changed. 

mal  pauIi  de  tori,  I  sent  four  annas  (by  someone) ;  pauU  dekS 


376 


PANJABI  GRAMMAR. 


torna,  to  give  four  aunas  to  someone  and  send  him.  al^ghallna, 
to  send  a  message,  a^ke  ghallna,  tell  someone  and  send  him. 

This  use  must  be  clearly  distinguished  from  that  of  intensive 
compound  verbs  (see  compound  verbs  in  the  Accidence,  p.  332). 
In  the  latter  case  the  second  verb  entirely  gives  up  its  own 
meaning  and  serves  merely  to  emphasise  the  meaning  of  the  first 
verb. 

Present  Conditional  Tense. 

This  tense  is  used  much  more  than  in  English.  Tt  is  often 
found  instead  of  the  present  tense  in  the  case  of  proverbs  or  say¬ 
ings  of  a  proverbial  nature,  also  in  statements  of  two  parallel 
occurrences,  e.g. — 

Rabb  dia  Rabb  jane  God  (alone)  knows  God’s  affairs,  i.e.  God 
alone  knows. 

Bari  mauj  hoi,  mai  pea  putts,  te  oh  k51&  pea  dakke.  There 
was  a  great  joke.  T  was  digging  and  he  was  hindering  me. 

When  one  verb  is  contingent  on  another  in  the  way  of  advis¬ 
ability,  duty,  desire,  necessit\%  command,  condition,  result,  the 
contingent  verb  is  generally  put  in  the  presentconditional,  e.g. — 

mera  rhh  nehi  karda  si  pai  adhwate  khlo  ja,  my  spirit  did 
not  desire  (i  did  not  w  ish)  that  I  should  stand  still  half  way. 

tft  khlo  ja  mai  bhajjke  wekh  you  stand  here,  I  w  ill  run  and 

awa  see. 

bebbe  ahndi  e  pai  tur  jae  mother  says  he  is  to  20  a  wav. 

nisha.hg  laga  ja,  je  jan  de  te  by  all  means  go  if  he  lets  you. 

Similarly  questions  about  a  course  of  action  to  be  pursued, 
action  ad  visableor  the  reverse,  nece.ssary  or  permitted,  dependent 
on  the  will  of  another  or  doubtful,  naturally  have  their  verbs  in 
this  tense. 

mai  ja,  shall  1  go  ?  ph  jae,  may  he  or  shall  he  go  ?  as!  ki 
kariye,  what  shall  w  e  do  ? 

Thi  s  tense  is  also  used  for  blessings  and  curses,  e  g.,  marl  may- 
est  thou  die,  pir  pawl  mayest  thou  have  pain. 

Rabb  tera  bhala  kare  God  bless  vou. 

wadda  din  mubarak  howe  a  happy  Christmas. 

For  conditional  clauses  see  under  Past  Conditional,  p.  377. 


PANJABI  GRAMMAR. 


377 


Present  Tense. 

The  auxiliary  is  never  omitted  in  this  tense  e.xcept  in  negative 
sentences,  though  it  is  frequently  uttered  very  rapidly.  In  the 
first  person  singular  the  auxiliary  is  often  nierel}'  a  nasalising  of 
the  vowel, e.g.,maJahnn5  or  ahnna  wa,  I  say,  as!  ahnnea,  v/e  say. 

In  negative  sentences  there  are  two  forms  :  (i)  the  ordinary 
form  with  the  negative  particle  prefixed,  in  which  case  the 
auxiliary  is  always  inserted,  (ii)  the  present  participle  without 
the  auxiliary.  This  latter  form  is  more  usual,  e.g. — 

mal  nehl  karna  wa,  but  more  commonly  mai  nehl  karda,  1 
do  not  or  will  not  do  it. 

The  present  tense  is  sometimes  used  for  greater  vividness  in 
relating  past  events,  though  this  is  not  very  common.  It  is  also, 
and  very  commonly,  used  for  the  future  to  indicate  immediate 
action ;  e.g.,  in  past  narrative,  mai  eddharS  laga  aunna  w3,  te 
oh  oddharo  bhajja  laga  janda  e,  I  was  coming  from  this  direc¬ 
tion  and  he  was  running  along  in  that  direction. 

We  also  have  ah  wg^a,  hune  oh  nfi  kaddh  denna  wS,  look. 
1  will  turn  him  out  at  once.  This  tense  sometimes  expresses  will 
or  intention,  as  tiisi  eh  tarjuma  nehi  wekhde  ?  will  you  not 
look  at  this  translation  ? 

l.M  PERFECT. 

This  tense  indicates  continuance  or  someiimes  liabit  in  the 
past.  The  auxiliary  must  never  be  emitted  even  in  negative 
clauses.  In  negative  clauses  the  auxiliary  inaj’^  precede  the 
present  participle,  e.g.,  oh  nehl  puttda  si  or  oh  neh!  si  puttda, 
he  was  not  digging. 

Past  Conditional. 

This  tense  is  useil  in  the  protasis  and  apodosis  of  conditional 
sentences,  i.e.,  in  the  clause  containing  the  word  '  if  "  or  some 
similar  word  and  also  in  that  containing  result.  It  implies  that 
the  condition  stated  has  not  been  fulfilled. 

Conditional  Sentences. 

The  following  sentences  will  explain  the  method  of  expressing 
conditions  with  different  tenses. 


PANJAHI  GRAMMAR. 


(1)  je  oh  kamm  mukae  tnal  dihari  deaga,  if  he  finishes 
the  work  I  will  give  him  a  day’s  wages. 

For  vividness  we  may  have  6s  mukaea,  instead  of  oh  mukae 
past  indefinite. 

{'2)  je  oh  kamm  mukanda  e  mal  dihari  deiga,  if  he  is 
finishing  the  work  I  shall  give  him,  etc. 

,3)  je  6h  mukanda  mai  ohnft  denda,  if  he  had  finished  1 
should  have  given  him.  je  ohdi  bebbe  wehndi 
rinj  hundi,  if  his  mother  .saw  him  she  would  be  dis¬ 
pleased. 

It  will  be  seen  that  the  past  conditional  is  used  for  two  differ¬ 
ent  tenses  in  English,  corresponding  to  saw  and  had  seen.  The 
correct  meaning  is  gathered  from  the  context.  The  compound 
tense,  pluperfect  conditional,  is  rarely  used  especially  in  the 
apodosis.  We  do  not  generally  hear  such  phrases  as  je  oh  gea 
hunda,  if  he  had  gone  ;  mal  zarur  nal  gea  hunda,  I  should  cer¬ 
tainly  have  gone  with  him.  would  not  be  heard  in  the  apodosis. 
This  should  be  mal  zarur  janda.  The  compound  tense,  if  used, 
should  be  confined  to  the  protasis. 

The  other  form  of  the  past  conditional  may  be  emplo3"ed. 

jeoh  awea  cahgi  gall  if  he  had  come  it  would  have 


h5we  a 

i'4)  jeoh  kardasitamuka 
wi  laega 

(5)  je  kade  rassi  wattde 
howo  mentl  dasseo 


been  a  good  thing, 
if  he  was  doing  it  he  will 
finish  it. 

if  you  should  ever  be  plaiting 
a  rope  tell  me. 


Sometimes  the  condition  is  only  implied,  e.g.,  kade  wehndeo^ 
if  you  would  only  some  time  look,  aho,  gea  te  tS,  ves,  if  he  goes, 
then — (then  vou  may  talk,  or  then  we  shall  see,  etc.).  See  also 
pp  380.  1. 


-6  jorrns  in  the  Past  Conditional  and  Indicative. 

The  following  paradigms  will  indicate  these  forms.  In  the 
past  conditional  -a  is  changed  to  -5  for  the2nd  person  mas. sing., 
-15  for  fern,  sing.,  -eO  for  raasc  pi.  and  -l8  for  fern.  pi.  In  the 
past  indicative  of  transitive  verbs  the  ending  -ea  is  changed  to 
-eo,  16,  eo,  -iS  respectively,  the  sing,  being  the  same  as  the  pi , 


PANJABI  GRAMMAR. 


379 


but  with  different  pronominal  affixes.  If  the  past  indie,  ends 
in  -a  (but  not  -ea)  the  endings  become  -6,  -15,  -e6,  i8.  la 
intransitive  verbs  -ea  changes  to  -e8,  -iS,  -e6,  -id;  and  -ft  (not 
ea)  to  -8,  -l8,  -eo,  io.  If  in  any  of  the  above  cases  the  ending 
-ea  has  the  accent  on  -e  it  is  treated  like  the  ending  -a,  not  -ea. 

Past  Conditional  cukkna,  lift. 

Person.  Singular.  Plural. 

Second  . .  cukkdS,  fern,  oukkdio.  cukkdeo,  fem.  cukkdio. 
Third  . .  cakkd5  (i,  je,  sii,  ne),  cukkdeo  (nl,  je,  su,  ne), 
fem.  cukkdid  (i,  etc.).  fem.  cukkdiS  (ni,  etc.) . 


Past  Indicative,  transitive  verb. 

Here  number  and  gender  apply  to  agreement  with  the  object. 


Person. 

Second 

Third 

Second 

Third 


cukkna,  lift :  karna,  do. 


Singular  object, 
cukkedi,  je:  fem., 
oukkid  i,  je. 
oukked  su,  ne  :  fem., 
oukkid  su,  ne. 
kite  i,  je : 

fem.,  kitid  i,  jd. 
kitd  stl,  ne : 

fem.,  kitid  su,  ne. 


Plural  object, 
cukked  nl,  je :  fem., 
cukkiS  ni,  je. 
oukked  sh,  ne:  fem. 

oukkiS  su,  ne. 
kited  ni,  je : 

fem.,  kitiS  ni,  je. 
kited  sh,  n§ : 

fern.,  kitiS  sfi,  ne. 


Second 

Third 

Second 

Third 


(Intransitive  Verb.) 


ged,  fem.  geld, 
ged  (i,  je,  su,  ne), 
fem.  geid  (i,  etc.). 
tureS,  fem.  turiS. 
tured  (i,  J6,  sh,  ne), 
fem.  turid  (i,  etc.). 


ged,  fem.  geid. 
ged  (nf,  je,  sti,  ne), 
fem.  gei8  (nl,  etc.), 
tured,  fem.  turid. 
tured  (nl,  je,  sti,  ne), 
fem.  turiS  (ni,  etc.) 


On  these  forms  a  few  notes  are  necessary.  They  are  essen¬ 
tially  conditional.  In  the  past  cond.  they  emphasise  the 
conditional  nature  of  the  sentence,  and  in  the  past  indicative 
they  usually  import  the  idea  of  a  strong  condition.  Hence 


380 


I’AN.TABI  r.RAMMAR. 


these  forms  are  specially  suited  to  threats.  The  condition  ex¬ 
pressed  by  this  past  indie,  is  always  future.  In  the  past  cond. 
of  all  verbs  and  the  past  indie,  of  intrans.  verbs  the  pronouns 
which  are  nominative  to  the  verb  may  be  expressed.  In  the  past 
of  the  trans.  verbs  it  is  incorrect  to  express  them ;  they 
are  always  e.\pressed  by  means  of  pronominal  affixes.  In 
the  3rd  sing,  of  the  past  cond.  the  form  in  -o  alwavs  has 
a  pronominal  suffix  as  object,  and  may  not  be  used  without  it. 

je  pata  laggdo  i,  te  da  na  khandiS,  if  you  had  known,  you 
(fern.)  would  not  have  been  tricked. 

je  bebbe  thakdio  su,  te  na  russda,  if  his  mother  had  stopped 
him,  he  would  not  have  taken  a  huff. 

je  khiskeb,  makku  thappfiga,  if  5?ou  run  away,  I’ll  jump 
on  you  (.slang). 

je  datri  bhannid  i,  if  tnou  breakest  the  sickle  :  je  datriS 
bbannio  nl,  if  thou  ureakest  the  sickles  :  by  changing  the  last 
word  in  both  sentences  to  je,  we  get  if  ‘  you  ’  break,  etc. 

Sometimes  we  find  this  ending  in  the  past  indie,  when 
no  condition  is  implied.  In  this  case  the  verbs  denote  past 
time.  This  is  most  common  in  3rd  person  transitive  and 
2nd  person  intransitive. 

ki  bhara  dittos,  what  fare  did  he  give  ? 

mur  cdkha  ballan  sareo  ne,  afterwards  .they  burned  a 
lot  of  firewood. 


As  these  constructions  are  difficult  it  will  perhaps  be  well 
to  give  an  example  of  each  possible  case. 

Past  Conditional. 


je  ta  watta  cukkdS 
je  ta  watta  cukkdib 

jd  jana  ghalldo  i  (or  je) 

je  jana  ghalldo  su 
je  jana  ghalldo  je 
je  jana  ghalldo  ne 
je  kurl  ghalldio  i  (jg,  su,  ne) 


if  thou  hadst  lifted  the  stone, 
if  thou  (fern.)  hadst  lifted  the 
stone. 

if  the  man  had  .sent  thee  (or 
you). 

if  the  man  had  sent  him  or  her. 
if  the  man  had  sent  you. 
if  the  man  had  sent  them, 
if  the  girl  had  sent  thee  (you* 
him  or  her,  them). 


PANJABI  GRAMMAR. 


381 


je  jane  ghalldeo  nl  (je,  su,  ne) 
je  kurla  ghalldlS  n!,  etc. 

Kytin  ge5 
je  watta  cukkeo  i 
je  watta  cukkeo  je 
je  watte  cukkeo  nl 
je  watte  oukke5  je 
je  kuri  cukkio  i  (or  je) 

je  kuria  cukkiS  nl  (jS) 
je  watta  cukkeo  su 
j§  watta  cukkeo  ne 
je  watte  cukke5  su  (ne) 

je  kuri  cukkio  su  or  ne 

je  kuria  cukkiS  su  or  ne 

je  geS,  je  geo 
je  geiS,  je  geio 

je  nai  tureS  i  or  six 
je  nal  tureo  je  or  ne 
je  nal  turio  i  or  su 

jS  nal  tiurio  je  or  ne 
je  nal  tureo  nl  or  je 
j§  nal  tureo  su  or  ne 

je  nal  turiS  nl  or  je 

je  nal  turiS  su  or  ne 

bhra  geo  i  ? 
ki  kits  i  P 
gal  §  hoio  je. 


if  the  men  had  sent  thee  (you, 
him  or  her,  them), 
if  the  girls  had  sent  thee.  etc. 

lATIVE. 

why  didst  thou  go  'i 
if  thou  liftest  the  stone, 
if  you  lift  the  stone, 
if  thou  liftest  the  stone.=:, 
if  you  lift  the  stones, 
if  thou  liftest  (or  you  lift)  the 
girl. 

if  thou  liftest  the  girl  (you  lift) 
if  he  (or  she)  lifts  the  stone, 
if  the\^  lift  the  stone, 
if  he  (she)  lifts  the  stones  (they 
lift) . 

if  he  (she)  lifts  or  they  lift  the 
girl. 

if  he  (she)  lifts  or  they  lift  the 
girls. 

if  thou  goest,  if  you  go, 
if  thou  (fem.)  goest,  if  you  (f.) 

go- 

if  he  goes  with  thee  or  him  (her ) . 
if  he  goes  with  you  or  them, 
if  she  goes  with  thee  or  him 
(her). 

if  she  goes  with  you  or  them, 
if  they  go  with  thee  or  you. 
if  they  go  with  him  (her)  or 
them. 

if  they  (fem.)  go  with  thee  or 
you. 

if  they  (fem.)  go  with  him  (her) 
or  them. 

did  thy  brother  go  ? 
what  didst  thou  do  ? 

I  tell  you,  the  matter  happened 
thus. 


Past  Indicative. 


382 


PANJABI  GEAMMAR. 


Past,  Perfect  and  Pluperfect  Tenses. 

These  do  not  call  for  much  comment. 

The  past  is  often  used  for  the  sake  of  vividness  in  conditional 
clauses  and  may  have  a  future  sense. 

je  6s  wekh  lea,  te  mal  bajjh  if  he  saw,  I  shall  be  impris- 

gea.  oned. 

je  te  a  gea,  mai  bac  gea  if  he  really  comes,  I  .“shall  be 

saved. 

The  pluperfect  is  usually  used  without  special  differentiation 
between  it  and  the  simple  past.  It  is  very  commonly  used  for 
the  past. 

mal  kujjh  nehi  akhea  si  I  said  nothing. 

A  distinction  is  however  not  at  all  rare,  e.g. — 

kitthe  gea  where  has  he  gone  ? 

kitthe  gea  si  where  did  he  go  ? 

Some  verbs  are  used  in  the  past  tense  when  we  might  expect 
the  present.  Such  are  baihna,  sit ;  khlona,  stand  :  saupa,  sleep. 
The  fact  is  these  words  really  mean  seat  oneself,  rise  up,  go  to 
sleep.  Therefore  we  have:  baitha  e,  he  is  sitting,  i.e.,  seated  ; 
baihnda  e,  is  in  the  act  of  seating  himself ;  khlota,  standing ; 
khlonda,  in  the  act  of  rising;  sutta,  sleeping,  i.e.,  asleep; 
saunda,  going  to  sleep. 

Similarly  care  must  be  exercised  with  laggna.  Thus  pala 
laggda  e  means  that  in  certain  circumstances  one  feel  cold,  or 
one  is  now  beginning  to  feel  cold,  but  pala  lagga  e,  I  fee!  cold 
(now).  So  bhukkh  or  treh  laggdi  e  means  ‘in  the  circum¬ 
stances  indicated  one  feels  hunger  or  thirst,’  whereas  bhukkh 
laggi  e  is  ‘  I  am  hungry,’  and  so  on. 

Imperative. 

The  imperative  is  used  to  express  commands,  requests,  bless¬ 
ings  and  curses. 

The  infinitive  is  often  used  instead  of  the  imperative  to 
express  commands  and  requests. 

khush  rauh  mayest  thou  be  happy. 

jihnda  rauh  live  long. 


PANJABI  GRAMMAR. 


383 


ain  na  dahna  do  not  place  it  thus  (i.e.,  place  the  bed 

chair,  etc.). 

Cattsative  Verbs. 

It  is  worth  noticing  that  the  causative  form  of  a  verb  has  often 
a  meaning  which  differs  considerably  from  that  of  a  mere  causa¬ 
tive.  Thus  sunana,  cause  to  hear,  means  simpl}’’  to  relate  ; 
pharana,  cause  to  seize,  means  to  hand  something  to  someone  ; 
parhana,  cause  to  read,  means  to  teach,  bulana  means  both  to 
cause  to  say  and  to  call,  and  al^wana  to  be  called  and  also  to 
cause  to  say.  See  further  below. 

oh  nft  bula  call  him. 

ohde  kolO  r  bula  get  him  to  say  the  letter  y 

oh  Kammo  akhwandi  e  she  is  called  Kammo. 

Kammo  k6l8  eh  gall  a^wa  get  Kammo  to  say  this. 

Sometimes  a  causative  verb  has  the  meaning  of  helv  to  do 
so-and-so. 

m6nfl,  bhra,  manji  kacUia,  brother,  help  me  out  with  the  bed 
bhain,  mSnft  eh  carkha  dhara,  sister,  help  me  to  put  this 
spinning  wheel  there. 

Frequently,  if  the  contrary  is  not  expressed,  a  causative  verb 
implies  that  the  nominative  of  the  sentence  is  the  object  direct 
or  indirect  of  the  action  of  the  verb,  thus  beizti  karni,  insult ; 
beizti  karani,  permit  oneself  to  be  insulted :  luttna,  rob : 
lutana,  let  oneself  be  robbed,  i.e.  distribute  alms,  etc 

Sometimes  when  we  should  expect  the  causative  of  a  verb  to 
be  used,  we  find  that  some  other  verb  is  used  instead,  either  an 
ordinary  transitive  verb  or  the  causative  of  some  other  verb. 
Thus  sah  laina  means  to  take  breath,  but  to  give  an  animal  or 
burdened  man  a  rest  by  letting  him  atop  for  a  bit  is  sah  duana 
(the  causative  of  dena,  give),  and  if  one  carries  a  man’s  load  for 
a  time,  the  verb  used  is  sah  kadhana,  to  let  him  get  a  breath. 

Again  da  khana  is  be  tricked,  but  to  triek  another  is  da  lana  : 
dhdkha  khana  is  to  be  deceived  and  dhokha  dena,  to  deceive. 

With  reference  to  the  meaning  of  causal  verbs  it  is  worth 
noting  that  while  the  causal  of  an  intrans.  verb  means  to  cause 


384 


PANJABI  GKAMMAR. 


to  perform  the  action  indicated  by  the  simple  verb,  that  of  a 
trails,  verb  means  to  cause  the  action  to  he  performed.  Thus  we 
havebhajjna,  run.  bhajana,  cause  to  run  :  turna,  walk,  torna, 
cause  to  walk  ;  khedna,  play,  khidana,  cause  to  play' ;  and  on 
the  other  hand  cukkna,  lift,  eukana,  cause  to  be  lifted  :  dena, 
g:ive.  duana,  cause  to  be  given  :  chaddna,  leave,  chudana,  cause 
to  be  left.  It  follows  that  a  double  causal,  i.e..  the  causal  of  a 
causal  always  has  the  second  signification,  for  the  causal  of 
which  it  is  a  causal  is  transitive.  Another  result  is  that  while 
we  can  express  in  Panjabi  make  a  man  run  or  walk  or  sit  or 
stand,’’  we  cannot  directly  say  “•  make  him  give  or  throw  or  cut.” 
For  “I  will  make  him  give  four  annas”  we  have  to  say  oh  de 
kol6  pauli  duatga,  I  will  cause  it  to  be  given  by  him.  “  I  will 
force  him  to  look  ”  ismal  ohnu  majbur  karaga  pai  wekhe,  i.e., 
I  v  ill  force  him  that  he  may  see.  6hn&  wikhaSga  would  be 
merely  “  I  will  show  him.”  But  '•  I  will  compel  him  to  enter” 
may  be  directly  expressed  ohna  zori  wartga.  A  few  verbs  are 
either  exceptions  to  this  rule  or  have  both  significations 
saddna,  call,  sadana,  be  named, 

akhna,  s.ov.  akhwana,  be  named  or  cause 

to  be  said.  [cause  to  ring. 
b51iia.  speak  o,r  ring  (of  coin),  bulana,  call,  cause  to  be  said, 

kuna,  speak.  kuana,  call.  [be  read, 

parhna,  read.  parhana,  cause  to  read  or  to 

sikkhna,  learn.  sikhana,  cause  to  learn  or  to 

be  learned.  [pierce. 

Gubbhna,  pierce  (thorn,  etc.),  eobhna,  cubhana,  cause  to 
The  meanings  given  on  p.  306  ‘  cause  to  raise,’  ‘  drink,’  ‘  give,’ 

‘  put,’  are  correct  for  ordinary  purposes,  but  as  has  been 
explained  above,  the  meanings  should,  strictly  speaking,  be 
‘  cause  to  be  raised.’  ‘  to  be  drunk,’  ‘  to  be  given,’  ‘  to  be  put.’ 

Compound  Verbs. 

Completeness  or  Intensity. 

Europeans  employ  compounds  to  excess.  They  are  uncom¬ 
mon  in  interrogative  sentences,  and  rare  in  negative  ones.  If 
used  in  interrogative  sentences  it  definitely  implies  completion. 


PANJABI  GRAMMAR. 


386 


To  express  completeness  or  intensit}^  five  verbs  are  used,  joined 
to  the  roots  of  other  verbs,  chaddna,  leave :  dSna,  give  : 
laina,  take:  suttna,  throw:  jana,  go.  The  first  four  are 
almost  invariably  used  with  transitive  and  the  last  with 
intransitive  verbs.  (See  note  on  jana  at  end  of  Accidence, 
p.  337.)  Suttna  is  the  least  used  of  the  five.  Sometimes  one 
hears  one  of  the  first  four  with  an  intrans.  verb,  as  bol  chaddea, 
bol  ditta,  spoke  :  raihlea,  remained.  In  such  cases  the  verb  is 
considered  trans.  6s  raih  lea,  he  or  she  remained. 

Witii  the  word  chaddna  in  composition  (often  pronounced 
charna,  sarna,  sharna)  there  is  just  a  soupcon  of  carelessness 
or  casualness.  For  this  reason  in  solemn  speech,  in  prayer 
or  in  reference  to  things  usually  spoken  of  with  reverence, 
it  is  often  better  to  use  another  verb.  Thus  mai  Kuran 
parh  chaddea,  I  have  read  the  Qur’an,  is  slightly  more  casual 
than  parh  lea.  In  addressing  God,  to  translate  ‘  Thou  hast 
told  us  (in  Thy  Word)’  by  akh  chaddea,  would  suggest 
flippancy. 

When,  in  speaking  of  doing  .something  for  someone,  the  verb 
dena  is  used  in  composition  with  another,  the  idea  of  ‘  for  ’ 
is  generally  rendered  by  nft,  as  with  the  direct  object,  e.g.,  mal 
tena  hune  paka  dennS,  I  will  cook  it  for  you  at  once,  paka 
chaddna  would  require  tere  waste,  oh  mbnfl  bana  dega, 
he  will  make  it  for  me. 

laina  has  two  uses — 

(i)  With  the  simple  idea  of  completion  or  intensity  as  above 
it  is  used  with  many  transitive  and  one  or  two  intransitive 
verbs.  In  this  sense  there  is  a  contrast  with  dena.  Laina, 
meaning  take,  rather  suggests  that  the  action  has  a  special 
connection  with,  or  is  for  the  benefit  of,  the  agent;  dena, 
meaning  give,  rather  passes  on  the  action  to  someone  else. 
It  is  therefore  natural  to  say  wekh  lai,  look  :  kua  lai  sfi, 
call  him :  mall  lai,  take  possession  of :  and  on  the  other 
hand  ohadd  de,  leave  off :  ghall  de,  send :  pia  de,  give  to 
drink.  Intransitive  verbs  used  in  this  way  are  naha  laina, 
wash  oneself :  khed  laina,  play.  This  distinction  must  not 
be  pressed  too  far. 

25 


386 


PANJABI  GRAMMAR. 


(ii)  To  express  the  idea  of  getting  something  over  in 
order  to  do  something  else.  When  laina  has  this  meaning 
almost  any  verb,  transitive  or  intransitive,  may  be  compound¬ 
ed  with  it.  With  intransitive  verbs,  however,  it  is  not  very 
commonly  used  in  the  past  indie,  and  pluperfect  tenses. 

oh  nfi  ann  de,  let  him  come :  6h  nfi  a  lain  de,  first  let 
him  come  (and  then  we  shall  do  so-and-so). 

&h  mar  laie,  let  him  die  first  (and  then  we  shall  see), 
mukkan  de  is  simply  “let  it  finish,”  but  makk  lain  de, 
let  it  finish  first  (and  then  do  so-and-so). 

The  verbs  anna,  come,  and  tuma,  go,  have  a  peculiar 
construction  with  cahna  to  express  the  idea  that  someone 
or  something  is  just  about  to  come  or  go.  The  participle 
of  auna  or  turna  is  used  with  the  required  tense  of  cahna 
and  agrees  with  its  nominative  in  number  and  gender.  This 
construction  is  found  with  only  those  tenses  of  cahna  which 
are  formed  from  the  present  participle. 

gad^  turi  cahndl  e,  the  train  is  just  about  to  start, 
hun  ae  cahnde  honge,  now  they  will  be  about  to  come,  they 
mu.st  be  coming  now. 

kama  with  a  repeated  infinitive  in  the  prepositional  case, 
gives  the  idea  of  wishing  to  do  something  and  yet  hesita¬ 
ting  about  it. 

mal  oirokna  pucohan  pucchan  karda  reha,  for  a  long 
time  I  have  wished  to  ask. 

Uses  of  calna. 

(i)  Accompany  :  mere  nal cal,  accompany  me. 

(ii)  Start  . .  cal,  aea  u,  start  off,  I  am  coming. 

cal  pher,  start  off  then, 
kado  cale  sao,  when  did  you  start  ? 

(hi)  With  roots  of  verbs  to  express  “  almost  ”  or  “  a}x»ut 
to,”  see  Grammar,  p.  334. 

mukk  oalea  e,  it  is  almost  finished. 

mSr&  hatth  lagg  oalea  si,  nay  hand  was  just  about  to 

touch  it. 


PANJABI  GRAMMAE. 


387 


(iv)  In  negative  sentences  to  express  ability;  Grammar, 
p.  386. 

mere  kolo  nehl  puttea  calea,  I  shall  not  be  able  to  dig  it. 

(v)  Like  the  English  go  or  work  (intrans  ).  go  on,  do  its  work. 


perform  its  functions,  etc. 

kamm  oalda  e, 

mashin  caldi  e  (nehl  caldi), 

daru  nehl  calda, 

rupayya  calda  e, 
ohdamukadmanehllaga  calan, 
patako  or  gole  nehl  calde, 


the  work  is  going  on  (well), 
the  machine  is  working  (won’t 
w^ork). 

'.he  powder  or  medicine  is  not 
working,  i.e..  is  not  effica¬ 
cious 

the  rupee  passes  or  circulates 
(i.e.  is  not  bad), 
his  case  will  not  go  on,  he  has 
no  case. 

the  fire-works  (special  kinds' 
will  not  go  off. 


(vi)  Cal,  cal  whai,  calo,  or  calo  ji  often  means  '■  th.at’s  all 
right  now,”  “  there  that’s  settled,”  etc. 

l.'sEs  OF  paina  (see  also  G.  397.  408.  409). 


It  expre.s.ses — 

(1)  The  idea  of  actually  doing  a  thing  at  tin-  moment  spoken 
(»f.  G  334,  335  :  oh  godHa  e  pea,  oh  pea  godda  e  (never  godda 
pea  e),  he  is  hoeing. 

(2)  Indifference  (with  the  pres,  subj.)  :  pel  udlke,  let  her  wait 
([  do  not  mind).  (1)  and  (2)  only  with  pa--.t  part.  pea. 

(.3)  Beginning  or  suddenness  bhakh  paina,  blaze  up  ;  akk 
paina,  get  tired  of  :  digg  paina,  fall  ;  phull  paina,  blossom  ;  mil. 
paina,  meet;  ral  paina,  join  one.self  to,  and  many  more 

(4)  Necessity,  to  have  to,  must .  G  334  ;  otthe  atakna  pawl- 
da,  you  will  have  to  wait  there. 

(5)  Fall,  in  a  wide  sense  of  the  wort!  :  rala  paina,  be  adul¬ 
terated  ;  pea  hoea,  fallen,  lying  (of  ground)  fallow  ;  lamma 
paina,  lie  down  :  sutta  pea,  asleep:  hence  also  with  words  for 
rain,  drops  of  water,  etc.,  dew,  shadow,  reflection  (in  water, 


388 


PANJABI  GRAMMAR. 


etc.),  night,  darkness,  cold,  famine  ;  also  of  blows,  abuse,  and  of 
instrument  with  which  blows  are  administered,  as  stick,  cane, 
shoe. 

(6)  ^^or^y,  annoy,  attack  :  marn  paina,  tuttke  paina,  hatthl 
paina,  all  mean  rush  at  or  attack  :  kutta  painda  e,  the  dog 
attack.s  ;  magar  or  picche  paina,  follow  annoyingly,  not  to  cease 
following  :  gal  paina,  harass,  etc. 

it  expresses  mental  or  physical  feelings  or  conditions. 

(0  Mental  feelings:  words  for  habit  as  hiltar  gejh  or  adat 
paini :  saur  or  ahl  pain!,  be  in  a  hurry  :  hence  also  with  sara, 
envy;  jhass  or  caska,  taste;  rohb,  influence  :  of  a  person, 
bhaira  paina,  become  ashamed:  saura,  kahla  p.,  impatient,  etc. 

{8j  Physical  conditions:  with  words  like  challa,  blister: 
bakhor,  cramp  ;  trat,  watt,  pir,  all  meaning  pain  or  kinds  of 
pain  .  pholla,  citta,  white  ulcer  in  eye :  pani,  water  (in  eves)  : 
laus,  las,  weal:  jhurri,  wrinkle:  pak,  pus  (in  wound,  etc.); 
khurk,  itch  :  of  person,  pila  paina,  become  pale. 

(9)  Happen,  occur,  with  words  for  love,  friendship^  discord, 
noise,  disturbance,  loss,  also  hole,  hollow,  indentation,  turn. 

(Id)  Happen,  occur.  Iiecome.  and  meanings  difficult  toclassi- 
fv  wala  paina,  long  way  round  :  phera  paina,  have  to  pav 
\  isit  .  phal  or  phull  paine,  fruit  or  flowers  be  formed  :  dalill 
paina,  argue,  hesitate  :  bhann  paini,  become  creased  :  pir  palle 
ua  paina,  not  understand  :  kurahe  paina,  go  astrav  :  warha 
paina,  cet  respite  for  \ear;  jadu  paina,  be  bewitched:  pete 
paina,  be  responsible  for:  wah  paina,  have  to  do  with:  kamm 
paina,  work  turn  up:  tarik  paini,  date  be  appointed'  nazri 
paina,  become  visible  :  pihgh  paini,  rainbow  be  formed  :  Sgat 
paina,  name  be  struck  off  list  of  debtors :  kanS  paini,  get 
warped:  wagar  (phutt)  paina  (-i),  discord,  dispute  occur, 
moche  paine,  short  logs  be  cut  up  :  -wagyar  paini,  forced 
labour. 

Abilitjf  and  Inability. 

I  he  idea  of  ability  (or  inability)  can  be  expressed  in  five 
\'a\s,  thus  for  “I  cannot  thresh”  we  may  have  mal  nehl 
giih  sakda  :  m6re  k6]5  nehl  gahea  janda  :  m§r6  k0l8  nehl 


PANJABI  GRAMMAR. 


381! 


gahida  :  mere  kol5  nehl  gahn  hunda :  mere  kols  nehl  gahea 
callea. 

Of  these  constructions  only  the  first,  with  sakna,  is  common 
in  affirmative  sentences.  The  other  four  are  generally  em¬ 
ployed  in  negative  sentences  or  in  interrogative  sentences 
which  are  practically  negative.  Of  the  five  the  first  and 
fourth  are  mentioned  under  compound  verbs  in  the  accidence. 
The  .second  is  the  ordinary  passive  construction,  the  third 
is  the  organic  pa.ssive  construction  (-Ida).  The  fifth  is  peculiar 
in  that  it  is  confined  to  the  past  tense.  Its  meaning,  how¬ 
ever,  is  future.  The  above  sentence  in  the  fifth  case  means 
“  I’m  not  going  to  be  able  to  thresh.'’ 

Parts  of  Verbs  with  Unusual  Forms  or  Meanings. 

In  the  case  of  a  few  verbs  only  one  part  is  found,  or  a  parti¬ 
cular  meaning  is  found  in  only  one  part.  Thus  we  have _ 

lea  (pi.  leao),  imperat.  of  leauna,  bring,  means  band  it  to 
me.  No  other  part  lias  this  meaning. 

bhanna,  is  found,  as  well  as  bhajja  (past  part,  of  bhajjna), 
with  the  verbs  auna,  come,  and  jana,  go,  as  6h  bhanni  lag! 
jandi  si,  she  was  running  along. 

anda  (andi,  ande,  andia),  brought,  is  a  past  part. ;  the  rest 
of  the  verb  is  not  found.  In  some  dialects  a  verb  anna,  bring, 
is  heard  and  Panjabi  has  anwana,  cause  to  be  brought. 

laga  with  auna  and  jana  indicato's  that  the  action  is  actually 
taking  place  as  janania  lagia  jandiS  san.  the  women  were 
going  along.  It  may  be  a  pastpait  of  laggna,  but  no  other  part 
of  laggna  has  this  sense 

See  ahnda  and  wehnda  in  Appendi.v. 

DntECT  AND  Inuihect  Speech. 

In  Panjaln  direct  speech,  oratio  recta,  is  emploA’ed  much  more 
than  in  English.  Indirect  speech  is  little  used. 

1  asked  him  why  he  would  not  obey,  mai  ohnfi  pucchea  pai 
tfl  akkhe  kyfl  neh!  laggda. 

Direct  speech  is  often  found,  m  hen  the  idea  of  saying  or  think¬ 
ing  is  only  implied. 


390 


PANJABI  GRAMMAR. 


They  were  afraid  of  his  taunting  one  of  them,  Ohn$  nfl  dar  si 
pai  ceta  sana  kise  nfl  mehna  na  de. 

It  should  be  noted  that  the  English  word  ‘  if  ’  in  ‘  asked  if/ 
‘  wondered  if,’  ‘  know  if  ’  must  not  be  translated  by  the  ordinary 
word  for  ’  if  ’ :  the  word  for  ‘that’  must  be  used,  pal  or  ke. 
Often,  of  course,  the  whole  phrase  must  be  changed. 

Ask  him  if  he  will  be  able  to  come,  6hnfi  pucchS  pai  tfi  a 
sak€da. 

I  wonder  if  he  will  return,  khauxe  (khabre)  parteda  ke  nel^. 

Euphemisms. 

A  few  interesting  euphemisms  are  in  common  use. 

duddh  saur  gea,  the  milk  has  turned  sour  (lit.  has  become 
good). 

diwa  wadda  kar,  put  out  the  lamp  (lit.  make  it  big). 

pagg  or  kapre  wadha,  take  off  your  pagri  or  clothes  (lit. 
increase). 

Oh  pbra  h6  gea  e,  he  has  died  (lit.  he  has  become  complete). 

dane  waddh  gae,  the  grain  is  finished  (lit.  increased). 

bahrla,  bahr  di  shai,  pig,  boar  (lit.  outside  thing). 

The  Days  op  the  Week. 

Sunday,  aitwar.  Thursday,  jumerat. 

Monday,  suar,  somwir.  Friday,  juma. 

Tuesday,  mahgah  mahgalwar.  Saturday,  hafta,  abbal  hafta. 

Wednesday,  buddh  buddhwar  (Sabbath,  sabbat). 

Hindus  use  the  following  special  words  never  used  by  Musal- 
mans  :  — 

Thursday,  wir,  wirwar. 

Friday,  snkkar,  shukkar,  sukkarwar,  shukkarwar. 

Saturday,  saniccar,  saniccarwar,  ohanicchar,  ohaniooharwar, 
chinchinwar. 

The  Months. 

The  English  names,  somewhat  altered,  are  most  commonly 
used,  but  villagers  very  often  use  the  Hindu  names. 


PANJABI  GRAMMAR. 


391 


English  Months. 

janwari,  farwari,  marc  (marac),  aprail,  mai,  jftn,  julal 
(jaulai),  agast,  sitambar,  akttibar,  nawambar,  dasambar. 

Here,  as  in  the  case  of  all  words  taken  directly  from  English, 
people  who  know  English  attempt  to  approximate  their  pronnn- 
ciation  more  closely  to  the  English  pronunciation. 


Hindu  Names. 


wasakh 

April — Ma}'. 

jeth 

May — June. 

har 

June — Juh^ 

saun 

July — August. 

bhadrS 

August — September. 

assa 

September — October. 

katti 

October — November. 

magghar 

November — December. 

poh 

December — January. 

mah 

J  anuary — February. 

phaggan 

February — March. 

cettar 

March — April. 

The  Hindu  month  usually  begins  about  the  14th  of  the  English 
month. 

R  ELATIONSHIPS. 

peo,  caeca,  bap 

father. 

bebbe,  mi 

mother. 

dadda 

father’s  father. 

daddi 

father’s  mother. 

pardadda 

father  of  dg.dda. 

pardaddi 

mother  of  dadda. 

nanna 

mother’s  father. 

nanni 

mother’s  mother. 

parnanna 

father  of  nanna. 

parnanni 

mother  of  nanna. 

babba 

j  father’s  elder  brother. 

1  father’s  father. 

taea 

father’s  elder  brother. 

392 


PANJABI  GRAMMAR. 


tai 

wife  of  taea. 

caeca 

father’s  younger  brother. 

cacci 

wife  of  ditto. 

phupphi 

father’s  sister. 

phupphar 

husband  of  phupphi. 

mamma 

mother’s  brother. 

mammi 

wife  of  mamma. 

masi 

mother’s  sister. 

masar 

husband  of  masl. 

ddhtra 

daughter's  son. 

dohtri 

daughter’s  daughter. 

parpotra 

son  of  pOtra. 

parpotrl 

daughter  of  potra. 

bhatriya 

brother’s  son. 

bhatri 

brother’s  daughter. 

sauhra 

father-in-law. 

sags 

mother -jin -law. 

patiaubra,  patrauhra 

father-in-law’s  brother. 

patehas 

wife  of  patiaubra. 

dadiaubra 

father-in-law’s  father. 

dadebas 

wife  of  dadiaubra. 

maliaubra 

mother-in-law’s  brother. 

malebas 

wife  of  maliaubra. 

naniaubra 

mother-in-law’s  father. 

nanebas 

wife  of  naniaubra. 

kurm 

father  of  son  (or  daughter) -in-law' 

kurmni 

mother  of  son  (or  daughter)-in 
law. 

bbra 

brother. 

bbain 

.sister. 

sala 

wife’s  brother. 

sabbar,  salibaj 

wife  of  sala. 

sail 

wife’s  sister. 

bbanuja 

sister’s  husband. 

bbabbi,  bbarjai 

brother’s  wife. 

jetb 

husband’s  elder  brother. 

jatbani 

wife  of  jetb. 

PANJABI  GRAMMAR. 


393 


jathuttar 

son  of  jeth. 

deor 

husband’s  younger  brother 

darani 

wife  of  debr. 

nanan 

husband’s  sister. 

puttar 

son. 

dhi 

daughter. 

potra 

son’s  son. 

potri 

son’s  daughter. 

bhanewS,  bhanea 

sister’s  son. 

bhanewl,  bhanei 

sister’s  daughter. 

juai,  jawatra,  majman 

son-in-law. 

nfih 

daughter-in-law. 

bhatriS  juai 

brother’s  son-in-law. 

bhatriS  nfih 

brother’s  daughter-in-law. 

bhaneweb  juai 

sister’s  son-in-law 

bhaneweS  nfih 

sister’s  daughter-in-law. 

SPECIAL  IDIOMS. 

The  following  idioms  will,  it  is  believed,  be  found  useful. 
They  are  intended  merely  as  references,  and  the  beginner 
will  need  to  inquire  about  their  usage.  In  some  cases  the 
words  bear  other  meanings  also.  The  list  is  of  course  not 
complete,  but  the  idioms  given  will  suggest  others.  As  very 
manj'  of  them  are  connected  with  verbs,  an  alphabetical 
list  of  the  verbs  is  given  first. 

Verbs. 

The  infinitive  or  other  part  of  the  verb  is  understood 
with  each  word.  The  gender  is  shown  in  every  case  as  a 
guide  to  the  agreement  of  the  verb. 

auna,  come,  used  with  various  words  as  nom. ;  akkhit, 
f.  pi,  have  sore  eyes:  sabak,  m.,  known  a  lesson:  boli,  f., 
or  zaban,  f.,  know  a  language  ;  jawab,  m.,  know  the  answer : 
nafrat,  f.,  feel  disgust ;  kric,  f.,  feel  physical  disgust:  sbarm, 
f.,  feel  shame:  namOshi,  f.,  feel  humiliation:  hosh,  f.,  come 
to  one’s  senses:  ji  utS,  vomit:  yad,  f.,  or  ceta  m.,  remem¬ 
ber:  jhappe,  m.  pi.,  have  stoppage  in  ears:  dhaule,  m.  pi., 


394 


PANJABI  ORAMMAK. 


get  white  hair;  gussa,  m.,  feel  anger ;  samajh,  f,  under¬ 
stand;  nindar,  f.,  feel  sleepy:  ubasi,  f.,  yawn:  hassa,  m., 
laugh  .  sufna,  m.,  dream  :  mfih,  m.,  have  sore  mouth  (horse, 
etc.)  :  kamm,  m.,  m..  be  useful. 

baihna,  sit;  waz  (awaz),  m. .  become  hoarse:  sangh,  m., 
become  hoarse;  man  (rupayye)  da  ki  baitha,  what  does  it 
work  out  at  per  maund  (or  rupee):  caul,  m.  pi.,  rice  gets 
soft  through  overcooking  :  sunti,  be  circumcised :  kptha,  m, 
(etc.),  house  sinks  down  :  natti,  sit  long  in  one  place,  baihna 
is  also  used  for  beginning  school  life  or  a  trade. 

bahapa,  seat:  munde  nfi,  send  boy  (to  begin  school-life, 
or  some  trade):  sunti,  circumcise:  natti,  keep  sitting  long, 
dela3^  someone. 

bhannna,  break;  akar,  f.,  stretch  oneself, 
bharna,  fill;  mutthiS,  f.  pi.,  shampoo  :  ghutt,  m.,  swallow 
mouthful  (of  liquid)  :  nuksan,  m.,  recover  loss  from  some¬ 
one  :  kaprg,  m.  pi.,  clothes  get  covered  (with  mud). 

carhna,  climb ;  karz,  m.,  get  into  debt :  sill,  f.,  or  sejjal,  f.,  get 
damp  :  handi,  f.,  be  put  on  to  cook  (said  of  the  handl  or  pot)  : 
caul,  m.  pi.,  rice  be  put  on  to  cook :  kass,  f.,  get  fever :  gussa, 
ra.,  become  angry  :  bazi,  f.,  lose  game. 

carhna,  cause  to  climb,  etc. ;  haniU,  f.,  put  on  the  pot : 
saluna,  put  on  vegetables  to  cook. 

etipna,  suck,  used  in  preference  to  khana,  eat,  with  the  fol¬ 
lowing;  ganna,  m.,  sugarcane:  amb,  m.,  mango:  nimbti,  m., 
lemon,  and  frequently’  with  santara,  m.,  orange:  malta,  m., 
Maltese  orange  :  mittha,  m.,  sweet  lime  :  khatta,  m.,  lime. 

dena,  give:  dua,  f.,  invoke  blessing  on  ;  bad  dua,  f.,  invoke 
curse  upon  :  dhSkha,  m.,  or  fareb,  m.,  deceive :  andra,  m., 
lay  egg :  ta,  m.,  heat  up  fire  (for  cooking). 

kaddhna,  put  or  bring  out ;  gal,  f.,  abuse :  ghund,  m., 

\  eil  oneself  to  prevent  face  being  seen :  matlab,  m  ,  secure 
ones  end;  kamm,  m.,  secure  one’s  end:  khauru,  m.,  paw 
ground  (of  hor.se,  etc.),  hence  make  a  fuss:  dand,  m.  pi., 
show  teeth,  i.e.  grin  :  also  show  teeth  in  anger  (dog,  etc.)  : 
used  of  things  daily  consumed  in  sense  of  “last  out,”  d6 
din  k.,  last  out  two  days :  khana  k,  last  out  dinner  (said 


PANJABI  GRAMMAR. 


395 


of  meat,  salt,  sugar,  etc.) :  hali  (ladB.),  make  fit  for  plough¬ 
ing  (burden  bearing) :  daddh,  f..  aflFect  great  style :  ghutklS, 
f.  pi.,  be  hypercritical. 

kadhana,  causative  of  kadc^na,  q.v  ;  soh,  m..  let  a  man 
get  a  rest  (by  carrying  his  load  for  him).  See  sah,  p.  399. 

karna,  do ;  rah,  m.,  or  ji,  m.,  or  dil,  m.,  wish,  feel  inclined  to  • 
raddi,  throw  away  as  useless :  chutti,  f.,  stop  work,  take 
leave :  jhar,  f.,  reprimand :  d5  rupae  laine  kite,  agreed  to 
take  two  rupees :  with  many  nouns  and  adjectives  as  piar, 
love;  wall,  make  well:  Banna  Banna  karke  kuande  san, 
they  used  to  call  him  Banna  ;  mara  karke,  considering  it 
feeble :  marl  karke  pai  hoi  e,  owing  to  being  poor  is  lying 
fallow:  es  karke,  on  this  account:  6s  nth  kiti,  ht  nehS 
kiti,  he  refused,  he  did  not  agree  (he  said  ‘  no.’  not  ‘  yes’). 

karna  also  means  have  use  for,  ,mal  cunjh  ki  kami  e  (bira 
ki  karna  e)  what  use  have  I  for  a  dib  (a  button)  ? 

khana,  eat ;  dh6kha,  m.,  or  fareb,  m  ,  be  deceived  ;  da,  m.,  be 
tricked,  over-reached:  mar,  f.,  be  beaten;  gahlt,  f.  pi.,  be  abused: 
jhirka,  f.  pi.,  be  reproached  :  sahh,  f.,  swear  ;  thudda,  m.,  stum¬ 
ble  ;  bhambal-bhusS,  m.  pi.,  w'ander  in  difficultie.s ;  cugli, 
f.,  slander:  kasr,  f.,  or  tota,  m.,  suffer  loss:  wad(pii,  f.,  take 
bribe  ;  jutti,  f.  (baint,  m.,  etc.),  be  beaten  with  shoes  (cane,  etc.), 
khedna,  play;  shikar,  m.,  hunt. 

laggna,  begin,  be  attached,  etc.:  pata,  ra.,  get  to  know  ;  satt, 
f.,  get  a  wound  or  bruise ;  goda,  m.,  as  in  cann  nft  g5da,  lagga 
see  goda  lana  :  taki,  f .,  piece  be  sewn  on ;  bura  (eahga,  etc.), 
dislike  (like,  etc.),  a  thing  (or  rarely  a  person):  till,  m.,  force 
be  used  :  rupayya,  m.,  pass,  be  spent,  be  charged  (rupee,  etc.) : 
cir,  m.,  or  der,  f.,  delay  occur  :  akhe,  obey  command  :  sardi,  f. 
(bhukkh,  f.,  treh,  f.)  feel  cold  (hunger,  thirst):  pala,  m.,  feel 
cold  ;  galli,  get  talking  :  matthee,  meet :  muhdthi,  stand  against 
doorpost:  gal,  m.,  embrace;  kasr,  f.,  or  mos,  f.,  suffer  loss, 
kamm,  be  at  work ;  naukarl,  f.,  be  on  duty  :  da,  m.,  succeed  in 
trick ;  mauka,  m.,  get  opportunity  :  lagga,  m.,  get  sore  on  back 
(horse,  etc.) ;  kunji,  f.,  key  fit ;  julab,  m.,  take  effect  (purgative) : 
mull,  m.,  be  charged  (price)  :  6h  mera  bhra  (etc.)  laggd&  e,  he 
is  by  relationship  (practically)  my  brother,  etc.  :  other  meanings 


396 


Panjabi  grammar. 


are,  be  engaged  in  work  :  cause  pain  (of  medicine,  shoe,  etc.) : 
hold  oneself  back  from  or  keep  out  of. 

lahna,  bringdown;  btlha,m.,  opendoor  :bari,f.,  open  window  . 
izzat,  f  ,  or  pat,  f,  dishonour  ;  jutti,  f.  (kapra.  m  ,  etc  )  take  off 
shoes  (garment,  etc.) :  karz,  m.,  remove  debt  (by  paying  it). 

lana,  causative  of  laggna ;  gOda  lana,  said  of  cann,  moon, 
rise  (for  first  time)  after  sunset ;  till,  m.,  use  force  ;  pata,  m., 
find  out;  da,  m.  trick,  overreach  :  lekha,  m.,  calculate  ;  taki, 
f.,  sew  on  patch:  rOtl,  f.,  put  capati  into  oven:  cir,  m.,  or 
der,  f.,  delay  :  dann,  m.,  fix  fine:  mnll,  m.,  fix  price  :  nishan, 
m.,  affix  mark:  rupas^ya  (etc.)  cause  to  pass  (rupee,  etc.),  fix 
price  of  one  rupee  (etc.). 

laina,  take  ;  nbasi,  f.,  yawn  :  gal,  f.,  be  abused  :  jhirkt,  f.  pi., 
be  reproached  :  hnnte,  m.  pi.,  take  ride  upon 

luttna,  rob;  llllS,  f.  pi.,  bullhe,  m.  pi.,  amuse  oneself,  have 
a  jolly  time. 

malna,  rub  :  malea  hoea,  ill :  ma^  ran  away. 

manna,  acknowledge  ;  bura,  feel  offended  at,  be  annoyed  at. 

mama,  strike,  kill:  buha,  m.,  shut  door:  bari,  f.,  shut 
window:  jhuth,  m.,  tell  lie:  chal,  f.,  jump:  waz  (awaz),  f., 
shout,  call  to  :  nicch,  f.,  sneeze  :  janS,  kill :  goda,  same  as  gdda 
lana,  q.  v.  ;  matt,  f.,  or  hdsh,  f.,  or  ba,  f.,  or  akl,  m.  f.,  marl 
janl,  be  confused,  lose  one’s  senses  :  titne,  m.  pi.,  kick  up  hind 
feet  (of  donkey,  horse,  etc.),  hence  make  a  fuss  :  mar  chaddna 
or  mar  suttna,  kill :  tha,  kill :  kffk,  f.,  shout :  elk,  f.,  scream  : 
hakk,  m.  (paisa,  etc.),  defraud  of  right  (of  money,  etc.)  :  tala, 
m.,  or  jandra,  m.,  lock  :  cubbM,  f.,*dive  :  jappha,  m.,  embrace  : 
nazr,  f.,  glance  at:  raula,  m.,  make  confusion:  takkar,  f,. 
knock  against:  phera,  m.,  go  a  round:  shefehi,  f..  exhibit 
pride:  sir,  m.,  wag  head  (of  priest  in  incantations)  :  gapp,  f., 
make  false,  exaggerated  statements. 

milna,  meet:  majjh,  f.  (ga,  f.),  permit  to  be  milked,  of 
buffalo  (cow,  etc.). 

niklna,  go  out,  come  out :  cor  (badmash  etc.),  turn  out  or 
become  a  thief  (scoundrel,  etc.) :  hall,  m.,  become  fit  for 
ploughing  (of  bull),  hence  become  able  to  do  any  work  (of  man) : 


PANJABI  GRAMMAR. 


397 


a^bar,  f.,  be  published,  newspaper  (so  with  books,  etc.)  : 
m5h,  f  ,  be  sprained. 

paina,  fall ;  many  uses,  some  will  be  best  explained  by 
examples  For  sense  of  being  in  the  act  of  or  of  continuance 
see  under  compound  verbs.  It  is  used  in  many  compounds  as 
phull  pea  blossomed  ;  hass  pea,  burst  out  laughing  :  akk  pea, 
got  sick  of ;  gutak  pea,  broke  out  into  a  smile  :  tur  pea,  started  : 
marn  pea  si,  he  came  at  me  to  strike  me ;  hatthi  pea,  he 
seized  me  or  struggled  with  me  :  tutke  pea,  came  at  rue  with 
anger  :  bhaira  pea,  he  got  ashamed  ;  kutta  painda  e,  the  dog 
attacks  one  :  jiwi  pal  hoi,  e,  the  land  is  lying  fallow  ;  hanere 
pae,  at  fall  of  darkness :  kamm  pai  gea,  work  has  turned 
up  \A  hich  must  be  done  :  mai  sutta  pea  utthea  wa,  I  have  just 
got  up  from  sleep  :  mar,  f.,  be  beaten  :  jutti,  f.  (soti,  f.,  etc.), 
be  beaten  with  shoe  (stick,  etc.)  ;  gahls,  f.  pi.,  be  abused :  pir, 
f.,  have  pain;  shakk,  m.,  feel  doubt;  tota  m.,  or  ghata, 
m.,  suffer  loss  ;  nazrl,  be  seen  ;  pila,  get  pale, 
pakana,  cook  ;  gall,  f.  arrange  beforehand,  plot, 
pakkna,  be  cooked;  gall,  f.,  be  arranged  beforehand,  be 
plotted. 

pana,  put  in  ;  khair,  f.  give  something  to  beggar  :  tukkar,  m., 
give  food  (to  dog.  etc.)  ;  dand,  f.,  or  raula,  m.,  make  noise  :  arzii 
f.,  bring  case  against:  hal  hal,  f.,  halpahrea,  m.,  call  out  for 
help:  jutti,  f.  (kapre,  m.  pi.  etc.),  put  on  shoes,  (clothes,  etc.)  : 
bhangra,  m.,  or  dhamal,  m.,  dance :  acar,  make  pickle,  etc  ; 
japphi,  f.  (of  two  people)  interlace  arms  over  shoulders  ;  waste, 
m.  pi.,  beseech  :  kahani,  f.,  tell  story  :  mahina  (do  dihare,  etc.), 
give  respite  for  month  (two  days,  etc.)  :  rah,  show  the  way  to. 

pina,  drink  ;  gussa,  m.,  swallow  down  one’s  anger:  hukka, 
in. . (sigrat,f..  curut,  f.,tamaku,  m.,etc.)  smoke huqqa (cigarette, 
cheroot,  tobacco,  etc.). 

rakkhna,  place,  keep;  dosti,  f.,  be  friendly  with  :  mhabbat, 
f  .,  love. 

wahna,  causative  of  waggna;  ahgrezi,  f.  (etc.),  drag  in 
English  (etc.)  (into  speech). 

torna,  break  ;  used  of  reducing  someone  in  rank, 
torna,  causative  of  turna;  kamm,  m.,  get  work  done. 


398 


PANJABI  OBAMMAB. 


turna,  walk,  go  ;  kamm,  m.,  work  go  on  :  gall,  f.,  be  agreed  to 
(of  one’s  suggestion,  etc.). 

wagija,  9ow  ;  bhanda,  m.,  leak  (of  vessel)  :  rah,  m.,  be  much 
used  of  road  :  wag  ja,  go  off  quickly, 
wagana,  causative  of  wagna,  cause  to  flow  :  send  off  quickly, 
wattna,  twist;  kacioiS,  f.  pi.,  show  teeth  in  anger;  ghur- 
akiS,  f.  pi.,  frown. 

wekhna,  see,  look:  rah,  m.,  look  out  for,  wait  for  someone 
wekhi  japegi,  we  shall  see. 

Other  Idioms. 

akhe,  lit.  os  akhea,  he  said,  also  one  says,  they  say,  sometimes 
the  Greek  hoti,  ohna  kabanl  pal  akhe,  etc  ,  they  told  a  story  to 
the  effect  that,  etc. 

baihpi ;  kehri  baihni  baitha  e,  in  what  company  is  he  ? 
bha,  wands ;  mere  bha  (or  wande)  da  oh  tur  gea,  in  mv 
opinion,  or  so  far  as  I  am  concerned,  he  went  away  :  ohde  bha 
(wande)  di  te  tS  i  dhi  S,  in  his  opinion  you  are  the  daughter 
bhane;  mere  bhane,  sadde  bhane,  etc.,  in  my  opinion,  in 
our  opinion,  etc.,  or  for  me,  for  us  :  mere  bhane  tus!  I  raje  5, 
for  me  you  are  the  Raja. 

cah,  tea ;  weak,  patli ;  strong,  sahhni,  tez,  gu.rhi. 
da,  trick,  etc. ;  kehre  da  di  gall,  what  kind  of  affair  (is  this)  ? 
lamme  da,  long  ways  :  caure  da,  croaswise  :  kehrS  da,  in  what 
way  (i.e.,  long  ways,  crosswise)  ? 

cutki,  f.,  snap  of  fingers ;  cutki  wioc,  very  quickly  or  easily, 
dil,  heart;  dil  haula  or  ohota,  (feel)  faint,  a.shamed ;  dil 
chota,  unaspiring. 

giza,  f.,  food  ;  used  practically  as  meaning  habit,  giza  pakk 
gai  e,  (he)  has  got  used  to  it. 

hallpa,  move,  shake  (intrans.) ;  hallke,hillke,  quickly  hurry- 
ingly. 

hila,  pretence ;  hila  karna,  look  sharp,  hurry  up. 

h@thS  utS,  lit.  downwards,  upwards  ;  not  very  well  in  health, 
in  a  bad  state. 

hSto  utts,  one  on  top  of  the  other. 


PANJABI  GRAMMAR. 


399 


ji,  person,  wish ;  car  ji,  panj  ji,  four  persons,  five  persons,  but 
dowS  ji  always  means  husband  and  wife. 

makkn,  part  of  cloth  of  huqqa  ;  makku  thappna,  sit  on  some¬ 
one,  “  go  for  ”  someone  (slang). 

palla,  border  of  garment ;  mere  palle  (or  mere  pir  palie) 
kujjh  nehi  pea,  I  did  not  understand  anything,  I  got  no  good 
from  it ;  mere  palleS,  at  my  expense. 

sagS,  but  rather ;  sometimes  means  ‘  extremely,’  sag6  i  mara, 
extremely  feeble  or  poor  :  also  sag5. 

sah,  m.,  breath  ;  sah  laina,  take  breath,  rest :  sah  duana,  let 
man  or  animal  take  a  rest :  sah  kadhaqa,  let  man  rest  by 
carrying  his  burden. 

sarfa,  expense;  sarfa  karna,  spare  expense, 
ucca,  high  ;  ucca  sunna,  be  rather  deaf  :  ucci  akhna,  etc.,  to 
speak,  etc.,  loudly :  ucci  ditti,  loudly, 
wande,  see  bha. 

wattar,  moisture,  frequently  used  of  the  moisture  required  for 
ploughing ;  wattar  a  gei  e,  the  land  has  got  dry  enough  for 
ploughing  (after  heavy  rain)  :  wattar  ho  gea,  moisture  has  come 
(to  the  land) :  hethla  utla  wattar  ral  gea  e,  the  lower  moisture 
(already  in  the  ground)  and  upper  moisture  (from  rain)  have 
joined,  i.e.,  all  the  ground  is  wet  through. 

Additional  Idioms. 

laggna  be  attached,  etc.,  dhupp,  f..  the  .sun  to  come  out, 
dhuppi  laggnli,  have  days  of  sunshine, 
lana,  attach,  thudcte,  m.,  kick. 

karna,  make;  pata,  m.,  find  out;  mhabbat,  f..  feel  affec¬ 
tion  for.  See  below  dard,  dardi,  dukkh,  dukkhi. 

khSdna,  play;  hal,  in.,  move  head  to  and  fro  as  in  in¬ 
cantations. 

ghatna,  grow  less  ;  dil,  m.,  feel  faint. 

marna,  beat;  ghah,  m.,  cut  grass:  sannh,  f.,  commit  bur¬ 
glary,  break  through  wall :  thudda,  m.,  kick. 

paina,  lie,  etc. ;  sham,  f.,  (rat,  f.  hanSra,  m.)  come  on  or 
fall  of  evening  (night,  darkness). 

rakkhna,  place ;  mhabbat,  f.,  love.  See  below  dukkh. 


400 


PANJABI  GRAMMAR. 


bhal,  m.,  brother,  to  be  contrasted  with  whal,  a  term  of 
address  which  may  be  used  with  anyone  who  is  spoken  to  in  the 
second  .sing.  Thvis  one  might  address  a  servant,  a  school¬ 
boy  or  little  girl  as  whai,  but  not  as  bhai. 

dard,  m,  pain,  grief;  kise  da  dard  kama,  kise  nfl  kise 
da  dard  hona,  sympathi.se  with. 

dardi,  sympathiser.  Contrast  dard  and  dardi  with  dukkh, 
dukkhi,  dokhi,  below . 

dukkh,  m.,  pain,  grief;  dukkh  karna  or  rakkhna,  feel 
Jealous  of  or  enmity  against :  kise  da  dukkh  kise  nfi  hona, 
feel  pain  or  sorrow  in  connection  with  anyone,  also  feel 
jealousy  or  enmity. 

dukkhi,  adj  ,  feeling  pain  or  grief  on  account  of  someone, 
whether  through  sympathy  or  through  worry,  but  dokhi 
feeling  Jealousy  or  enmity. 

kakkh,  m..  piece  of  straw ;  kakkh  wi  nel^,  nothing  at 
all :  kakkh  wi  pata  nehl,  no  trace  at  all. 

pa&ka,  m.,  something  tied  on  to  one  side  of  uneven  scales  to 
make  them  even :  ohda  paskfi  wi  nehl,  not  a  patch  on 
him,  nothing  at  all  in  comparison  with  him. 


Auna,  baihna,  bahana,  bhannna,  bharna,  carhna,  earhna, 
cupna,  dena,  duana,  kaddhna,  kacUana, 
karna,  khana.  Pages  393-395. 


1.  Pita's  eves  have  become  1. 
sore 


2.  He  does  not  know  the 

lesson  or  answer  (lan- 
auage) . 

3.  I  feel  disgust  (physical 

disgust, ashamed,  humi¬ 
liated,  angry). 

4  Now  I  understand,  I  re¬ 
member. 

5.  You  are  vet}'  sleepy,  you 

are  yawning. 

6.  Last  night  I  had  a  dream. 

I  laugh  to  think  of  it. 


Pire  dit  akkhit  aiS  hoiS 
nl. 

2.  Ohntl  sabak  (ja''^ftb) 

nehl  aunda  (b51i, 
zaban  nehi  aundi). 

3.  Men&  nafrat  aundi  e 

(kric,  sharm,  namoshi, 
gussa). 

4.  Hun  samajh  a  gai,  gall 

yad  ai. 

5.  Ten€L  nindar  bari  ai, 

tainfl  ubaslS  aundiS  n§. 

6.  Batlikk8ufnaaea,85cke 

ha88a  aunda  e. 


I'ANJABI  GRAMMAR. 


401 


7.  He  vomited,  he  is  not  in 

his  senses  yet. 

8.  Are  your  ears  stopped, 
’.are  you  deaf  ? 

9.  The  mare  has  a  sore 

mouth . 

10.  Hishairhasb.ecome  white. 

11.  Does  he  not  remember 

yet  ? 

12.  Well,  what  did  it  come 

to  per  maund  ? 

13.  When  will  the  boy  begin 

’'eading  with  the  (Mu¬ 
hammadan)  priest  ? 

14.  What  did  it  work  out  at 

per  rupee  ? 

15.  I  have  become  hoarse. 

16.  Their  house  has  collapsed. 
17;  Take  off  the  pot,  the  rice 

will  get  soft. 

18.  You  have  kept  me  sitting 

here. 

19.  He  has  sent  his  grandson 

to  learn  tailoring. 

20.  The  old  man  is  stretch¬ 

ing  himself. 

21.  I  shall  just  drink  a 

mouthful  and  come  and 
massage  you. 

22<.  My  clothes  are  covered 
with  mud,  you  will 
have  to  make  good 
the  loss. 

23  Sister,  put  on  the  pot 
(the  vegetables,  rice). 
26 


7.  Ji  utS  aea  sh,  aje  h6sh 

nehi  ai. 

8.  Jhappe  a  gae  ni?  (or 

lag  gae). 

9.  Ghori  da  m3h  aea  hoea 

(or  pakka  hOea)  e. 

10.  OhnS.  dharde  ae  hoe  n§. 

11.  Aje  nehl  ceta  aea  s&? 

12.  Pher  man  de  kinne 

rupayye  baithe  ? 

13.  Munda  kadS  miyyg  k61 

bawhega  ? 

14.  E.upayye  da  kinna  bai- 

tha? 

15.  Mera  sahgh  (waz)  baih 

gea  e. 

16.  Kotha  baih  gea  n§. 

17.  Hand!  lahl,  caul  baih 

janige. 

18.  Tfi  menu  ecthe  natti 

baha  rakkhea  e. 

19.  Apne  pOtre  nft  darzi  kOl 

bahaea  su. 

20.  BudcUia  akar  pea 

bhannda  e. 

21.  Mai  zara  ghutt  bhar 

awa  te  ake  mutthit 
bharSga. 

22.  Mere  kapre  bhare  hoe 

n§,  nuksan  bharna 
pawiga. 

23.  Bhain,  tauri  carh  (salh- 

na  oaid). 


PANJABI  GRAMMAR. 


24.  He  got  angry  and  lost  the 

game. 

25.  It  has  got  very  damp. 

26.  Is  the  pot  on,  will  rice 

be  cooked  to-day  ? 

27.  Do  not  affect  such  style, 

you  will  get  into  debt. 

28.  Mashers  (swells)  suck  In¬ 

dian  and  Maltese  or¬ 
anges,  also  limes  and 
sweet  limes,  but  vil¬ 
lagers  swallow  the 
whole. 

29.  You  have  got  fever 

through  eating  a  lot 
of  mangoes  and  sugar¬ 
cane. 

30.  Do  not  curse  me,  invoke 

a  blessing,  do  not  de¬ 
ceive  me. 

31.  The  hen  has  laid  an  egg, 

heat  up  the  fire  and 
boil  it. 

32.  Let  the  horse  (or  ass) 

rest,  it  will  break 
down. 

33.  Why  did  he  come  ?  Be¬ 

cause  I  called  him. 

34.  Rub  it  this  way,  don’t  do 

the  work  carelessly 
(badly). 

35.  I  do  not  feel  inclined  to 

eat  bread  made  of 
maize  or  millet. 

36.  Find  out  and  tell  me 


24.  Gussa  carhn  nal  bazi 

carh  gai  su. 

25.  Bari  sill  (sejjal)  carhi 

hoi  e. 

26.  Tauri  carh  gai  e,  ajj 

caul  carhne  nl  ? 

27.  Eddi  shuka  shaki  na 

* 

kar,  karz  carh  jaiga. 

28.  .Jen^lmain  te  santare  te 

Malte,  te  nale  khatte 
te  mitthe,  cup  lende 
ng,  par  jatt  but  sare 
ragar  lende  ni. 

29.  Bahle  amb  te  ganne 

cupan  nal  kass  carh 
gai  je. 

30.  Bad  dua  na  del,  menfi 

dua  del,  dhokha 
(phareb)  na  del. 

31.  Kukkri  andra  (or  andai 

ditta  e,  to.  ta  deke  bail 
kar  su. 

32.  Waihtar  na  dhuf  kacBia 

hanek  ghattega. 

33.  Oh  kis  karke  aea  ?  Es 

karke  pai  mai  ohnfi 
kuaea. 

34.  Ain  karke  mail,  aiwg  na 

kamm  tarangar  chad- 
dl. 

35.  Dhodha  khan  nfl  mera 

ruh  (dil)  nehl  karda. 

36.  Bata  karke  mens  dassi. 


PANJABI  GRAMMAR. 


403 


37.  I  do  not  feel  inclined  to 

throw  it  away. 

38.  He  has  agreed  to  take 

eight  annas,  he  will 
stop  work  at  four. 

39.  Make  him  well,  I  love 

him. 

40.  He  gave  up  the  held  as 

being  poor. 

41.  I  called  him  Sardar,  still 

he  refused. 

42.  He  has  attained  his  end 

by  abuse. 

43.  She  veiled  herself,  what 

of  it  ?  Why  are  you 
so  critical  ? 

44.  When  the  horse  paws  the 

ground  the  dog  shows 
his  teeth. 

45.  What  are  you  grinning 

at  ?  The  sugar  will  last 
out  dinner  anyway. 

46.  They  were  teaching  him 

to  carry  burdens,  but 
he  has  not  learned  yet. 

47.  Swearing  (that  he  is 

speaking  the  truth)  he 
slanders  people,  but  he 
will  in  the  long  run 
injure  himself. 

48.  He  affects  great  style. 

49.  In  the  meantime  we  are 

making  it  fit  for  plough¬ 
ing  (or  fit  for  work). 


37.  Baddi  karn  nfl  merS 

ji  nehi  karda. 

38.  Dheli  laini  kiti  su,  car 

waje  chutti  karega. 

39.  Wall  kari  su,  mal  ohnfl 

piar  karna  wS. 

40.  Mari  karke  paili  chaddi 

su. 

41.  Mai  ohnff  Sardar  karke 

kuaea,  tSwi  nah  kiti 
su. 

42.  GahlS  kadcUi  kadcUike 

matlab  (kamm)  kaddh 
lea  su. 

43.  Ghund  kadcUiea,  ta  ki 

hoea  ?  Tfl  kyft  ghutklS 
kaddhna  i  ? 

44.  Jad  ghora  khauru 

kad<^da  e,  kutta 
dand  kad(Uida  e. 

45.  Tff  kehri  galle  dand 

kadcUina  i  ?  Khand 
khana  te  kadc^egi. 

46.  Ohnft'  ladu,  kaddhde  te 

hai  san,  par  aje  niklea 
nehL 

47.  Sauha  kha  khake  cugll 

khanda  e,  tSwi  chekre 
apt!  kasr  khaega. 

48.  Bari  daddh  kadcBida  e. 

49.  Hali  ohnft  hali  kaddhne 

S  pae. 


404 


PANJABI  GRAMMAR. 


50.  He  was  greatly  deceived, 

tricked. 

51.  He  wandered  about,  then 

he  stumbled,  he  was 
then  abused  and  re¬ 
proached  and  finally 
beaten,  receiving  blows 
with  sticks,  fists  and 
shoes. 

52.  He  suffered  serious  loss, 

he  took  a  bribe  .  and 
was  caught. 

Khedna,  laggna,  lana  lahna, 
395,  .396. 

1.  He  got  hurt  while  shoot¬ 

ing. 

2.  It  is  very  late,  you  do  not 

obey. 

3.  They  learned  that  the 

rupee  would  not  pass. 

4.  He  feels  cold  (hungry, 

thirsty) . 

5.  You  have  begun  talking 

leaning  against  the 
doorpost. 

6.  I  suffered  great  loss 

through  his  tricking 
me. 

7.  He  has  begun  working, 

now  he  is  on  duty. 

9.  Since  I  fined  him  he  does 
not  come  near  me 
\  (meet  me). 

10.  The  tailor  is  putting  on  a 
patch,  his  wife  is  plas- 


60.  Bara  fareb  khadha,  bara 
da  khadha. 

51.  Bhambalbhnse  khanda 
reha  pher  thedda 
khadha,  (laga)  mur 
gahlt  te  jhirkS  kha- 
dhiS,  chekre  mar  kha- 
dhi,  sotia  te  hfire  te 
juttia. 

62.  Tagra  tota  khadha, 
•waddhi  khake  phar 
ghatta. 

laihna,  laina,  mama.  Pages 

1.  Shikar  kheddea  satt 

laggi  sii. 

2.  Bara  cir  lagga,  tfi  akhe 

nehl  laggda. 

3.  Pata  lagg  gea  ni  pai  ru- 

payya  nehi  laggda. 

4.  Pala  lagga  sh  (bhukkh, 

treh  laggi  sh). 

5.  MuhathI  laggke  gall! 

lagg  pea  i. 

6.  Ohde  da  Ian  nal  menft 

bari  kasr  laggi. 

7.  Oh  kamm  lagg  gea  e, 

hunt  ohdi  naukari 
laggi  hoi  e. 

9.  JadS  da  mal  ohnfi  dann 
laea,  oh  mere  matthe 
nehl  laggda. 

10.  Darzl  taki  landa  e  pea, 
ohdi  suani  rOtiS  landi 


PANJABI  GRAMMAR. 


405 


tering  the  capatis  on 
the  sides  of  the  oven 
(a  capatz  is  really  finer 
than  a  roti). 

11.  He  is  (or  may  be  consi¬ 

dered)  my  sisters’s  son, 
but  I  do  not  like  his 
talk. 

12.  What  did  it  cost,  shall  I 

calculate  ? 

13.  Using  force  he  affixed  the 

mark. 

14.  The  mare  will  get  galled. 

15.  Are  your  eyes  smarting 

from  the  medicine  ? 

16.  This  key  will  never  fit. 

17.  For  two  days  the  moon 

has  risen  late. 

18.  Open  the  door,  brother, 

or  the  window. 

19.  He  has  dishonoured  me 

b}'  takino:  off  m}'  tur¬ 
ban. 

20.  I  will  pay  your  debt 

21.  Taking  off  his  .^hoes  and 

clothes  he  began  to 
wash. 

22.  A  patch  is  required  here, 

why  are  you  delaying  ? 

23.  Find  out  whether  he  has 

caught  cold. 

24.  Pass  this  four-anna  bit 

if  you  can  fool  any’one. 

25.  You  will  suffer  loss,  they 
will  fine  you. 

The  capatis  have  been 


e  pai. 


11.  Oh  mera  bhaniwa 

laggda  e,  tad  wl  ohdia 
galls  menu  buria  lagg- 
diS  nl. 

12.  Ki  mull  lagga  e?  Mai 

lekha  15  ? 

13.  Bara  till  lake  nishan 

laea. 

14.  Ghori  nft  lagga  laggega. 

15.  AkkhiS  nU  dual  laggdi 

e? 

16.  Eh  kunji  kadi  nehi  lag- 

gan  laggi. 

17.  Cann  te  duh  dina  tS 

goda  laea  hoea  e. 

18.  Buha  lah,  bhai,  yS  bari. 

19.  6s  meri  pagg  lahke 

meri  pat  lahi. 

20.  Mai  tera  karz  lah  deaga. 

21.  Jutti  te  kapre  lahke 

nhaun  lagga. 

22.  Etthe  taki  laggdi  e,  cir 

kahuU  lanna  §  ? 

23.  Fata  lai  pai  shardi  laggi 

su  ke  nehl. 

24.  Eh  pauli  la  lai,  je  da 

lagge  te. 

25.  Tenff  mOs  laggegi,  dann 

lanige. 

26.  Bdtit  lagg  te  geit,  bar  a 


26. 


406 


PANJABI  GBAMMAR. 


put  into  the  oven,  a  lot 
of  force  was  necessary. 

27 .  Have  the  signs  been  affi  x- 

ed,  what  did  he  charge 
for  them  ? 

28.  Open  the  lock  with  a  key. 

29.  To-day  the  moon  will  rise 

late. 

30.  If  the}’  get  an  opportu¬ 

nity  they  will  say  it. 

31.  He  wanted  to  embrace 

me,  but  I  do  not  want 
to  embrace  him. 

32.  Why  did  they  have  my 

shoes  taken  off  ?  My 
honour  has  suffered. 

33.  Take  a  breath  sometimes 

(wait  a  bit,  don’t  talk 
so  fast). 

34.  On  account  of  his  travel¬ 

ling  first  class  he  was 
much  abused  and  re¬ 
proached. 

36.  He  is  yawning  a  lot,  he 
must  be  ill. 

36.  The  thief  has  bolted  alto¬ 

gether. 

37.  Do  not  take  it  amiss,  I 

have  told  no  lie. 

38.  Shutting  both  windows 

and  one  door  he  gave 
vent  to  scream  after 
scream. 

39.  Many  make  a  living  by 

cutting  grass. 


till  lagga. 

27.  Nishan  lagg  gae  ?  Ki 

laea  su  nishant  da  ? 

28.  KunjI  lake  jandra  lahl. 

29.  Ajj  cann  nfi  g6da  lag- 

geda. 

30.  Mauka  laggo  ne,  tS  akh 

chaddange. 

31.  Mena  gal  landa  si,  mal 

nehi  ohde  gal  laggda. 

32.  Meri  jutti  kyfi  luhai  n§, 

meri  pat  laih  gei  e. 

33.  O  sah  wi  lea  kar. 

34.  Fast  klas  wicc  baihn 

da  sadka  barlS  gfthll 
te  jhirkS  leit. 

36.  Barit  ubasit  lendft  e 
pea,  malea  hoea  hO- 
w6da. 

36.  COr  te  ukka  mukka  mal 

gea. 

37.  Bura  na  mann!,  mal 

jhuth  kOI  nehl  marea. 

38.  DOwe  barlt  te  ikk  buha 

marke  barit  cikt 
marn  lagg  pea. 

30.  Bahle  te  ghah  khdtar 
khotarke  gujara 

karde  ne. 


FA.N.JABJ  grammas. 


407 


40.  You  lunatic,  why  are 

jumping  so  much  ? 

41.  Are  you  out  of  your 

senses  ? 

42.  They  killed  him. 


43.  He  had  a  jolly  good  time. 

44.  An  Indian  pon}^  kicking 

up  his  hind  feet  like 
an  English  pony  (i.e., 
great  airs). 

45.  I  will  lock  it  and  go 

round  (take  a  turn, 
etc.). 

46.  He  didn't  defraud  him 

of  his  right  ?  He 
cheated  him  out  of  a 
lot  of  money. 

47 .  Do  not  simply  call  to  him, 

give  a  good  shout. 

48.  He  seized  him  in  an  em¬ 

brace  and  dived. 

49.  Just  take  a  look  at  these 

papers,  he  has  made  a 
great  mess. 

50.  He  did  not  sneeze,  he  had 

a  hiccup  1 

51.  Whj’^  are  3mu  knocking 

up  against  me  ? 

52.  Has  the  moon  begun  to 

rise  late  ? 

53.  He  shows  great  conceit, 

he  is  telling  falsehoods. 


40.  Ba  marea,  eddia  chala 

kah  de  joga  mama  § 
pea  ? 

41.  Matt  (or  hosh  or  akl  or 

ba)  mari  hoi  a  ? 

42.  Ohafi  tha  mareo  ne,  or 

mar  satted  ng  or  mar 
chaddea  n@,  or  jan5 
marea  ni. 

43.  Wah  wa  lilia  luttia  or 

bullhe  lutte  su. 

44.  Desi  tattu  Ahgrezi  tit- 

ne  (marda  e). 

45.  Tala  i>r  jandra  marke 

phera  marSga. 

46.  Ohda  hakk  nehl  marea 

su  ?  Ohde  bare  mpay- 
ye  mare. 

47.  Aiwg  waz  na  mar,  tagri 

kuk  mar. 

48.  Ohn{[  jappha  marke  cub- 

bhi  marl. 

49.  Ehna  kagaza  te  zara 

nazr  mar,  6s  bara 
raula  marea. 

60.  Nicch  nehl  sasti  mari, 

hidki  laggi  hoi  sh. 

61.  Tfl  kahnS  takkart  pea 

marna  §  ? 

62.  Cann  aje  gdda  marea  e  ? 

63.  ShekhI  marda  e,  gappa 

marda  e. 


PANJABI  GRAMMAR. 


408 


54.  He  wagged  his  head  (in 
incantations)  a  long  time. 
56.  The  bn  ffalo  calf  butts  me. 

Milna,  mama,  nikalna,  raibna, 
wagna,  wahna,  wattna, 

1.  To-day  neither  the  cow 

nor  the  buffalo  per¬ 
mitted  herself  to  be 
milked. 

2.  If  the  printer  had  not 

turned  out  a  scoundrel 
the  paper  would  have 
been  published  now. 

3 .  Has  the  boy  become  fit  for 

work  ?  No  he  has 
turned  out  a  thief. 

4.  You  are  always  grinning, 

I  am  sick  of  it. 

5.  When  the  motherstarted, 

the  girl  laughed. 

6.  At  dusk  work  turned  up 

to  be  done.  - 

7.  First  he  began  to  seize 

me,  afterw'ards  he  was 
very  much  ashamed. 

8.  The  girl  was  getting  up 

from  being  asleep  when 
the  dog  attacked  her. 

0.  When  he  began  to  get 
abused  he  turned  very 
pale. 

10.  I  am  afraid  (in  doubt)  that 
there  will  be  great  loss. 


54.  Cokha  eir  sir  marda 

reha. 

55.  Jhoti  menft  sin  (sing) 

mardi  e. 

pina,  rakkhna,  torna,  turna, 
wekhna.  Pages  396-398. 

1.  Ajj  na  te  gS  mill  te  na 

majih  (maih). 

2.  Je  ohapanwala  badmash 

na  nikle  a  akhbar  hun 
tikar  nikle  a.  (See 
Gram.  p.  320.) 

3.  Munda  hali  niklea  e  ? 

SagS  cor  niklea. 

4.  Th  jhate  binde  gutak 

painna  g,  mai  te  akk 
pea  wS. 

5.  Jad6  bebbe  ^ir  pai,  kaki 

hass  pai. 

6.  Hanere  pae  kamm  pea 

su. 

7.  Paihlt  te  hatthl  pea, 

magarb  dahda  bhaira 
pea. 

8.  Kuri  sutti  pai  utthdi  si, 

te  kutta  pai  geo  su. 

9.  GahlS  jad  pain  laggii 

bura  pila  pea. 

10.  Menfi  shakk  painda  e  pai 
bara  tota  (or  ghata) 
pawida. 


I’AXJABl  GRAMMAR. 


4  09 


11.  1  f  you  had  got  a  good  beat¬ 

ing,  you  would  not  have 
shown  3'our  face  again. 

12.  If  you  get  two  or  three 

blows  from  shoes  or 
sticks  do  not  .say  any¬ 
thing  to  me. 

13.  He  came  at  me  to  .strike 

me,  but  I  ran  away. 

14.  When  I  said  the  banyan 

had  blossomed  he  ru.sh- 
ed  at  me. 

15.  The  field  is  useles.sly  lying 

fallow. 

16.  If  they  plot  a  thing  like 

that,  there  will  be  plots 
on  this  .side  too 

17.  If  he  had  entreated  would 

you  (f.)  have  given  him 
alms  ? 

18.  Hewascallingoutforhelp, 

and  they  were  sajdng 
why  are  you  making  a 
noise  ? 

19.  If  he  dances  this  dance 

his  father  will  bring  a 
ease  against  him. 

20.  We  put  on  our  shoes  after 

our  clothes. 

21.  The  two  men  were  going 

along  with  their  arms 
over  each  other's  shoul¬ 
ders. 

22.  He  told  a  very  interesting 

story. 


11.  Tagrl  phand  'or  mar) 

paindio  i  mur  nazri 
wi  na  paindS. 

12.  Je  do  car  juttii  yS  sStiS 

paio  ni  menu  kujjh  na 
akhl. 

13.  Menu  marn  pea  si  par 

mai  utth  nassea. 

14.  Jad  mai  akhea  pai  bohr 

phull  pai  (or  pea)  e  dh 
menfi  tuttke  pea. 

15.  Paiii  dhigane  pai  hoi  e. 

16.  Jekar  eliojehi  gall  pa- 

kaio  ne,  eddharS  wi 
galls  pakknagiS. 

17.  Je  waste  panda  khair 

pandid  su  ? 

18.  Oh  te  hal  hal  (hal  pah- 

rea)  pea  panda  si  te  dh 
ahnde  san  dand  (rau- 
la)  kyfl  panna  g  pea. 

19.  Je  bhahgra  (dhamal) 

paeo  su,  ped  ohde  te 
arzipaega.  i.sVfOram. 
p.  379). 

20.  Asi  kapre  pake  jutti 

panne  a. 

21.  Dowd  jane  japphi  pake 

lage  jande  san. 

22.  Dahdi  suadli  kahani 

pai sasu. 


410 


PANJABI  GKA^IMAK. 


23. 

Ver}’  well,  brother,  I  will 

23.  Hala,  bhra,  dO  mahine 

give  a  respite  of  two 
months. 

paaga. 

24. 

Have  vour  smoke  and 
make  the  pickle. 

24.  Hakka  pike  acar  pai. 

25. 

How  do  you  smoke  to¬ 

25.  Tfl  kikan  tamakii  pinna 

bacco  ?  Sometimes  a 

1?  Mai  kade  sigrat 

cigarette,  sometimes  a 

te  kade  curut  pinna 

cheroot. 

wa. 

26. 

A  plague  on  him,  wh}^ 

26.  Pir  pawe  su,  apaa  gussa 

does  he  not  swallow 

kah  de  joga  nehi  pi 

down  his  anger. 

1  inda  ? 

27. 

By  letting  people  smoke 

27.  Hukka  pia  piake  sarei 

his  huqqa  he  makes 
friends  with  all. 

nal  piar  pa  lenda  e. 

28. 

If  you  love  him,  he  will 

28.  Je  ohde  nal  mhabbat  rak- 

also  be  friendly  with 

khio  je,  Oh  tuhadde  nal 

you. 

wi  dost!  rakkheda. 

29. 

If  the  work  can  be  done 

I  will  get  it  done. 

29.  Kamm  ture  te  tOrtgi. 

30 

The  Deputy  .Superinten¬ 

30.  Kaptan  sahb  ohnfl  trorea 

dent  of  police  reduced 
him  in  rank. 

si. 

31. 

His  proposal  seems  likely 

31.  Gall  ohdi  hun  turnwall 

to  be  agreed  to,  he  has 

japdi  e,  ohntl  tom  dl 

the  knack  of  getting 
things  agreed  to. 

jac  jo  hoi. 

32. 

Get  the  leaking  vessel 

32.  W agde  bhande  nd  tanka 

patched.  Off  with  you 
at  once. 

lua  ;  wag  ja  hnn. 

33 

Send  him  off  by  that  road. 

33.  Ose  rah  waga  sh,  Oh  rah 

it  is  a  great  deal  used. 

bahla  wagda  e. 

34. 

He  is  always  dragging  in 

34.  Oh  te  habbhe  (sabbhe) 

Persian. 

wele  Farsi  wahnda 

raihnda  e. 

35. 

She  is  always  showing 

35.  EaciciS  ghurakid  wat^i 

her  teeth  (in  anger)  or 
frowning 

i  rainhdi  e. 

PANJABI  GRAMMAR. 


411 


3G.  Will  you  watch  out  for 
him  ?  We  shall  see. 

37.  No,  my  good  Sir  ,  I  have  no 
idea.  Get  along  with 
you  (what  non.sense), 
you  have  no  idea  ? 


36.  Tusi  ohda  rah  wekkhC- 

ge?  Wekhi  japegl. 

37.  Na  malla  menfl  kakkh 

wi  pata  nehi  laggda. 
Hekkha,  (for  wekh 
khS)  tenfl  neh!  pata 
laggda  ? 


Miscellaneous  Idioms. 

1.  They  were  saying  that 

washermen  are  very 
deceitful. 

2.  1  said  why  are  you  keep¬ 

ing  your  mouth  open 
(I  said). 

3.  My  son  will  not  stay'  in 

this  company. 

4.  So  far  as  I  am  concerned 

he  is  dead. 

o.  In  my  opinion  it  is  per¬ 
haps  a  bird. 

G.  In  your  opinion  is  he  a 
professional  singer  ? 

7.  Look  here,  my  man,  don’t 

make  the  tea  so  weak, 
make  it  stronger  than 
this. 

8.  What  way  shall  I  place 

the  bed  ?  Put  it  the 
long  wa}’,  not  crosswise. 

9.  What  way  are  you  talk¬ 

ing,  have  you  so  little 
spirit  ? 

10.  I  feel  faint  from  the  blow 


Pages  39H-400. 

1.  Oh  gall  pae  karde  san 
akhe  chimbe  bare 
khuttari  hunde  nl. 
akhe. 

2.  Tfl  makhe  mflh  kyS  addi 

rakkhna  g,  ma^e. 

3.  Es  baihni  nehi  mera 

puttar  baihnda. 

4.  Mere  wande  da  te  oh 

mar  gea  e. 

6.  Mere  bhane  khabare 
janaur  e. 

6.  Tere  bha  da  6h  koi 

mirashi  e  ? 

7.  Lai  whal,  cah  eddi  patli 

na  banal,  edft  sahhnl 
(tez,  gurhi)  banal. 

8.  Manji  kehre  da  daht? 

Caure  da  na  dahl, 
lamme  da  dahl. 

9.  Kehre  da  dl  gall  karna 

i,  tera  dil  edda  chota 
e  ? 

10.  Satt  laggan  naj  mera 
dil  haula  (chOta)  h6 
gea  e,  or  ghatt  gea  e. 


412 


PANJABI  GRAMMAR. 


1 1.  Why  does  he  not  hurry  ? 

He  has  got  used  (to 
the  place,  etc.)  and  is 
lazy. 

12.  Look  sharp  about  the 

work,  will  you  ? 

13.  How  are  you  ?  Oh,  only 

so  so  (poorly). 

14.  They  all  fell  over  one 

another 

15.  We  have  five  inouths  to 

feed,  we  are  two 

(husband  and  wife) 
and  we  have  three 
little  ones. 

16.  Have  tliey  gone  away, 

both  husband  and 

wife  ? 

17.  If  vou  touch  the  edge  of 

ray  shirt  I’ll  go  for 
you  (slang). 

18.  Thegentleman  has  spoken 

so  long,  have  you 

understood  anything  ? 

19.  I  have  not  understood  a 

word  (lit.  not  a  straw). 

20.  They  bore  the  whole 

expense  themselves. 

21.  This  is  good  indeed. 

22.  .Just  take  a  rest  yourself, 

and  let  the  animal  have 
a  rest.  I  will  carry  the 
boy’s  load  a  bit. 

23.  If  he  spares  expense, 

nothing  will  be  done. 

24.  If  he  were  not  somewhat 

deaf  one  would  not 
need  to  speak  loudly. 


11.  Hallke  kyS  nehl  calda, 

hun  te  hilea  hoea  e. 
susti  karda  e. 

12.  Hila  karkekammkarwi. 

13.  Ki  hal  i  ?  HethI  uta  i  a. 

14.  Sare  jane  heth  utte  digg 

pae. 

15.  As!  panj  a  khanwale,  do 

ji  ap,  te  trai  anane. 


16.  Oh  tm-  gae  n§  dowe  ji  ? 

17.  Je  jhigge  de  palle  nfi 

hatth  lae5  i  makku 
thappQga. 

18.  Sahb  innia  galla  kltiS 

nS,  kujjh  pir  palle  pea 
i  ? 

19.  Mere  palle  kakkh  wi 

nehi  pea. 

20.  Sara  kamm  ohnS  de 

palleS  hoea. 

21.  Slh  te  sags  i  cahga  e. 

22.  Tfl  zara  sah  lellai  te 

caukhar  nfl  wi  sah 
dua,  te  mai  munde  nCi 
sah  kaddiannS. 

23.  Je  sarfa  kit5  sti,  kakkh 

wi  nehl  banega. 

24.  Je  ucca  na  sunea  ucci 

ucci  kuna  na  pawe  a. 


PANJABI  GRAMMAR. 


413 


25.  He  said  loudly,  will  you 

not  keep  quiet  ? 

26 .  Oh  no,  the  ground  is  not 

properl jj"  wet  yet,  there 
have  been  just  a  few 
drops. 

27.  There  has  been  heavy 

rain,  now  if  we  get 
sunshine,  in  ten  days 
the  ground  will  be  the 
right  moisture  for 
ploughing. 

28.  The  moistures  (from  the 

ground  and  the  rain) 
have  met. 

29.  The  priest  was  performing 

incantations  last  night. 

30.  First  evening  falls,  then 

it  gets  a  little  dark, 
finally  night  comes. 

31.  No,  my  man,  do  not  be¬ 

seech  me. 

32.  I  said  “  no  my  man  ”  (or 

my  woman,  my  boy, 
my  girl),  I  did  not  say 
“  no  brother.” 

33.  He  has  strong  enmity 

against  us. 

34.  The  co-wife  always  felt 

jealousy  or  enmity 
towards  her  co-wife. 

35.  The  mother  sorrows 

much  on  account  of  her 
son. 

36.  The  mother  sympathises 

much  with  her  daughter. 


25.  Uoei  ditti  akkhaa  lagga 

amn  wi  karea  kar. 

26.  Aje  kitthe  wattar  hoea  ? 

Aje  te  kani  muni  i 
hoi  e. 

27.  Tagra  mih  pea,  hun 

dhuppt  laggan  te  da- 
sa  diharea  nS  jiwi 
wattar  awedi, 

28.  Hun  ral  gea  e  wattar. 

29.  lima  rati  hal  (doll) 

khedda  si. 

30.  Paihla  sham  paindi  e, 

mur  thOra  thora  ha- 
nera  painda  e,  5rak 
nft  puri  rat  paindi  e. 

31.  Na  whai,  mere  agge 

hatth  na  bannhi. 

32.  Mai  ohnfl  “  na  whai  ” 

akhea,  mal '  ‘  na  bhai  ” 
te  nehl  akhea. 

33.  6h  sadde  nal  baradukkh 

karda  or  rakkhda  e. 

34.  Saukan  nu  apni  saukan 

da  dih  rati  dukkh 
raihnda  si. 

35.  Ma  nft  apne  puttar  da 

bara  dukkh  e. 

36.  Bebbe  apni  dhi  da  bara 

dard  kardi  e. 


414 


PANJABI  GRAMMAR. 


Note  on  Nos.  33 — 36. — The  word  dukkh  (dukh)  with  rakkhna 
or  karna  implies  enmity  or  jealousy.  With  nfi  and  the 
auxiliary  verb  (see  Nos.  34  and  35)  the  meaning  may  be  sorrow 
as  well  as  jealousy  or  enmity,  the  context  enables  one  to  decide. 

37.  He  stumbled  or  he  got  a  37.  Ohnd  thedda  lagga. 

kick 

38.  The  shepherd  kicked  the  38.  Ajri  l§lle  nu  thudda 

lamb.  laea  (marea). 


Locative  Case,  etc. 

See  Grammar,  pages  274,  275,  286,  344,  34.5. 


1. 

He  was  to  stay  a  fort¬ 

1. 

PandrS  dihare  Gujrate 

night  in  Gujrat,  he  will 

raihna  sasu,  hun  atthi 

come  now  in  a  week. 

dini  aweda. 

2, 

Earthquakes  come  when 

2. 

Wajjl  btihl  bhucal 

doors  are  shut,  burg¬ 

aunde  ne,  sutti  band! 

laries  are  committed 
when  men  are  asleep. 

cOr  sannh  marde  nS. 

3. 

At  midday  he  sat  in  the 

3. 

Dopaihri  taslle  dhuppe 

sun  at  the  tahsil. 

baitha  reha. 

4. 

In  the  evening  he  was  in 

4. 

Sham!  Kular!  si,  par 

Kular  but  he  spent  the 
night  in  Natt. 

rat!  Natt!  ja  reha. 

5. 

In  the  morning  I  shall 

5. 

Pajr!  bazar  jaSga  te 

go  to  the  bazar,  and  I 
shall  stay  in  the  bazar. 

bazare  rahSga. 

6. 

He  has  not  come  yet,  but 

6. 

Aje  ghar  neh!  aea, 

in  the  morning  he  was 
at  home. 

waddewele  ghare  si. 

7. 

He  bought  ghi  at  Re.  1-12 

7. 

Paun!  dfih  rupa!  watti 

for  two  seers. 

gheo  lea. 

8. 

You  come  before  it  is 

8. 

Muhanjhle  ake  dalll! 

quite  light  and  begin 
arguing. 

lagg  painna  §. 

9. 

Why  do  they  sit  in  other 

9. 

Kehri  galle  hdrn!  ghar! 

houses  ? 

baihnde  n§  ? 

PANJABI  GRAMMAR. 


415 


10.  He  lives  in  Ragria  and 

goes  to  school  in  Aujle. 
They  study  in  the  sun. 

11.  Look  for  them  in  Mar- 

deke,  during  the  day 
they  are  in  the  mosque. 

12.  In  Gujranwala  it  sells 

at  eleven  annas  a  seer. 

13.  My  wife  wears  shoes 

fourteen  fingers  and  I 
sixteen  fingers  long. 

14.  A  man  of  his  size  will 

wear  seventeen  or 
eighteen  finger  shoes. 

15.  The  donkey  which  was 

yours  is  his  and  the 
fat- tailed  sheep  which 
was  his  is  mine.  (This 
can  have  other  mean¬ 
ings). 

16.  The  horse  connected  with 

me,  the  buffalo  calf 
connected  with  him  and 
the  byiffalo  connected 
with  them  will  be  of 
the  same  value. 

17.  He  is  only  pretending  to 

agree. 

18.  He  went  out  to  meet  him. 

19.  Why  did  you  take  the 

trouble  ? 

20.  Why  did  you  give  trouble? 


10.  Bagri  ghar  su  par  Aujl! 

parhda  e.  Siye  baihke 
parhde  ng. 

11.  Mardeki  labbhl  ne,  dine 

masiti  hunde  nl. 

12.  Kujraale  yahri  anni  ser 

wikdi  e. 

13.  Meri  wauhti  cauhdi  jutti 

pandi  e,  mai  sohli 
panna  wa. 

14.  Ohde  jedda  jana  khaure 

satahri  athahri  pan¬ 
da  howeda. 

15.  Tuliadde  wala  khota 

obda  e  te  ohde  wala 
dumba  mera  e. 


16.  Merewala  ghora  te  6s- 

wala  jhota  te  ohnS 
wall  majjh  ikko  mull 
de  lionge, 

17.  Aiwg  uttSwali  ha  karda 

e. 

18.  Ohnfl  aggSwali  milea. 

19.  Kyft  taklif  kiti  je  ? 

20.  Kyft  taklif  ditti  je  ? 


A  I'EW  Hints. 

I.  It  is  always  wrong  to  omit  the  words  for  am,  is,  are,  etc., 
except  in  negative  sentences.  The  error  is  very  common  with 
Europeans,  who  constantly  say  munda  kitthe  ?.  for  kitthe  we 
(where  is  the  boy  ?) :  oh  ki  akhda  for  ki  akhda  e,  (what  is  he 


416 


PANJABI  GRAMMAR. 


!r;a3nng  ?) ;  kihdia  citthia  for  kihdlt  citthia  ne  (whose  letter  are 
they  ?)  :  mashki  tear  for  tear  e  (is  the  water-carrier  ready  ?). 

II.  In  English  we  use  “do”  to  avoid  some  other  verb 
already  used.  Thus  :  put  them  away.  I  have  done  so.  In 
Punjabi  this  can  never  be  malkita  e.  The  two  sentences  would 
be  ohna  nft  sahmke  rakkh.  mal  rakkh  chadde  ne.  The  same 
verb  must  be  used  again.  In  this  case  it  is  rakkhna. 

III.  Similarly  we  are  fond  of  an  unnecessary  “  like  that.” 
We  say: — don’t  cry  like  that:  don’t  shout  like  that.  If  we 
translate  by  es  tarht  it  means :  do  not  cry  or  shout  in  that 
particular  way,  do  it  in  some  other  way.  The  words  should 
simply  be  omitted. 

IV.  We  are  addicted  to  a  great  use  of  possessive  pronouns. 
We  say :  “  we  read  in  our  Bibles.”  In  parts  of  the  British 
Isles  people  say  “  he’s  having  his  tea,”  “  I’m  going  to  mj^ 
bed.”  All  these  must  be  omitted. 

Baibal  wicc  li^ea  hoea  e,  we  read  in  oar  Bibles, 
mai  saun  calea  wa.  I  am  going  to  (my)  bed. 

V.  The  future  is  not  much  used  in  negative  sentences.  The 
following  will  show  the  common  usage. 

max  bawhSda,  I  shall  sit  down  :  mal  nehl  baihnda  or  nehl 
baihn  laga,  I  will  not  sit  down. 

Yet  sometimes  we  do  hear  the  future  with  the  negative, 
especially  in  promises,  as — 

edfi  agge  mai  nehi  karS  karada,  in  future  I  will  not  do  so. 

VI.  Interrogative  words :  the  position  of  interrogative 
words  should  be  noted. 

The  nominative  of  the  sentence  mfist  never  come  between 
the  interrogative  word  and  the  verb.  Europeans  accustomed 
to  the  English  order  “  where  are  you  going  ?  ”  “  what  have 
you  done  ?  ”  are  apt  to  say  kitthe  tft  oalea  e,  ki  tfi  kita  e. 
This  is  quite  wrong.  The  following  show  the  order : — 
oh  kahde  joga  kunda  e  ?  why  is  he  speaking  ? 

bhra  kado  awida  ?  when  will  your  brother  come  ? 

Sometimes  conversationally  the  nominative  is  brought  to 
the  end  as  :  kunda  kahde  joga  e  oh,  kado  awida  bhra,  but  this 
does  not  violate  the  rule  given  above. 


APPENDIX. 


P.  268,  11.  1-  3.  The  feminirie  of  gea,  pea,  lea  is  pronounced 
both  gei,  pei,  lei  and  gai,  pai,  lal. 

P.  276, 1.  2 .  For  pan!,  locative  of  panj,  five,  pan  jl  is  commoner. 

P.  287,  11.  14-16.  The  rule  that  a  tonic  h  is  inserted  in  the 
ordinal  numbers  from  11  to  99,  except  those  from  69  to  78, 
should  be  extended  to  include  all  declension  of  the  correspond¬ 
ing  cardinal  numbers.  Any  of  these  numbers  when  declined, 
i.e.,  when  occurring  in  the  prepositional  or  locative  case,  inserts 
a  tonic  h.  Thus  we  have — 

yarS  rnpayye,  11  rupees ;  yahr!  rupai,  for  11  rupees  ;  yahrS 
rupayya  tS,  for  11  rupees;  yahrwa  rupayya,  llth  rupee. 

So  also  call  rnpayye,  cahli  rupai,  cahlia  rupayya  nu, 
cahJiwS  rupayya.  For  this  reason  it  would  be  better  to  spell 
the  locatives  of  15,  57,  90,  pandhrl,  satwanjhl,  nabbhl,  and 
not  as  spelt  on  p.  21,  11.  17,  21,  23  and  also  for  the  prepo- 
sitionals  and  the  prepositional  of  14,  caubda,  and  not  as 
spelt  on  p.  287,  1.  9. 

This  tonic  h  is  a  characteristic  also  of  the  numeral  adjectives 
expressing  the  size  of  shoes.  The  size  of  shoes  is  given 
in  terms  of  finger-breadths.  We  have  the  following: — 

tehri  jutti,  a  shoe  whose  length  is  thirteen  finger-breadths. 
So  also  cauhdi,  pandhri,  sohli,  satahri,  athahri,  shoes  of  the 
length  of  fourteen,  fifteen,  sixteen,  seventeen,  eighteen  finger- 
breadths,  respectively. 

P.  301,  1.  33  ;  302,  1.  3,  rah!  is  probably  m.  pi.,  not  fern.  sing. 

P.  319,  11.  8-10.  In  the  second  form  of  the  past  conditional 
some  say  ah  instead  of  a ;  in  this  case  we  have  in  place  of  the 
forms  given,  kar§  ah,  kare  ah,  kariye  ah,  karo  ah. 

P.  319.  The  future  tense.  When  two  verbs  are  so  closely 
joined  as  to  contain  practically  one  idea  it  is  usual  to  omit 
from  the  first  the  ending  -ga  or  -da. 

mal  tentl  marS  kuttSga  or  mal  marS  kuttflga,  I  will  beat 
27 


418 


APPENDIX. 


you  \vell.  The  emphatic  particle  i  (I)  is  frequently  inserted 
before  the  ending,  as  rinnh  te  laSIga,  I  will  indeed  cook. 

P.  322,  1.  24.  When  the  negative  nehl  is  used  it  is  not 
generally  necessary  to  insert  the  present  auxiliary.  This  does 
not  hold  for  the  negative  na. 

oh  wall  nehi,  he  is  not  well. 

oh  nehl  murea,  he  has  not  desisted. 

6h  na  murea,  he  did  not  desist. 

P.  3®1,  1.  14.  In  the  pres,  indie,  with  pronominal  suflSxes  the 
auxiliary  may  end  in  -da,  etc.  Thus,  mal  ahnda  je,  1  sav 
to  you ;  asl  ahnde  je,  we  say  to  you. 

P.  372,  1.  33  wala.  It  is  worthy  of  note  that  when  wala  is 
added  to  the  genitive  of  pronouns  it  is  always  added  to 
the  prepositional  case  of  the  genitive.  Thus  when  it  is 
added  to  mera,  tuhadda,  ohda^they  become  mere,  tuhadde, 
ohde,  giving  the  forms  mSrewala,  addewala,  ohdewala. 
As  explained  on  p.  373  the  third  singular  pronouns  Jiave  two 
forms  ohdewala  and  dswala,  ehdewala,  eswala,  etc.,  while  the 
third  plural  pronouns  are  not  found  with  the  genitival  cons¬ 
truction.  They  are  put  in  the  prepositional  case  before  wa|a, 
as  in  ohntwala,  ehnawala,  kihniwala. 

P.  379,  1.  24.  In  the  second  sing,  past  tense  of  intrans. 
verbs  the  -8  may,  in  negative  sentences,  be  separated  from  the 
rest  of  the  word  which  then  takes  the  ordinary  form. 

ta  nehl  8  murl,  didst  thou  (f.)  not  desist  ? 

tti  nehl  8  gea,  thou  didst  not  go. 

P.  382,  1.  29.  Further  Note  on  the  Imperative.  The  polite 
imperative,  as  contrasted  with  the  ordinary  forms,  suggests 
that  the  action  need  not  be  performed  at  once.  Thus  ghn.li 
sa,  ghallo  sa,  send  him  (at  once):  ghalll  sa,  ghalllo  sa, 
ghalleo  sa,  send  him  (but  not  necessarily  at  once) . 

When  the  infinitive  is  used  as  an  imperative  it  generally 
implies  that  the  nominative  is  tusl,  not  tfi.  The  infinitive 
is,  therefore,  not  the  usual  form  employed  with  a  servant. 

Exceptions  are  found  to  both  these  rules. 

P.  387,  1.  12.  The  verbs  akhpa,  say,  wSkhna,  see  have 


appendix. 


419 


present  participles  formed  as  if  form  the  roots  ahna,  wehna  in 
addition  to  the  regular  pres.  part.  Thus  ; — 

oh  ahndi  si,  she  was  saying :  tfi  wehnda  sal,  you  were 
looking. 

je  wehndS,  if  j’^ou  had  looked  :  je  kujjh  ahndo  su,  if  he 
had  said  something  to  him. 

These  pres,  parts  may  be  employed  in  all  the  tenses 
formed  from  the  pres.  part. 


V 


T 


H